MakeITReal-Warsaw

Tassos Karampinis
Computer Science and ICT teacher, MSc, Med.

School is situated ~3,5 km from Athens
centre.
Students: 220
Teachers: 28
For more
info,
you can
visit our
site
http://56gym-athin.att.sch.gr/

ICT-Technology courses in the 2nd grade of Junior High School
using 3D design programs (interdisciplinary scenarios )
 Technology:Virtual construction design company.
Construction of a scale model of a factory (chocolate, cars ...)
as well as a skyscraper, villa, school, stadium ... whatever
they have chosen
 ICT: Collaborative tools (padlet, wiki), Creating presentations
(powerpoint), worksheets (xel), 3D designs using programs
as: sketch up, freeCAD - without printing. Students vote for
the best 3D design.
 Students work: In groups.

Students build their models using different materials -i.e. paper made mindcraft-like
bricks, plastic bottle caps etc. For the last two years we have an XYZ printer,
integrating 3d design and printing in our lessons. So the students 3d print their
models too, creating the digital equivalent of their scale model.

3D MODELElectronic model
f (time to construct sth, money needed, flexibility, robustness… )

We work together with:
- other programs that we
implement at our school
so that our prints have
added value.
- organizations like
MOnuMENTA, whose
purpose is the protection
of the architectural
heritage (we take photos
of monuments and
building of architectural
heritage or find photos
from books, if the above
have been demolished,
and try to design to
recreate them. Floor
plans are relatively easy,
facades are difficult)

Students:
 discuss and draw on paper or in a paint program
what they have to do (for sth difficult the
drawings are given to them e.x. floor plan of a
block of flats)
 construct the physical model (using recycled
paper, wood, plastic caps)
 design in a software program and print their
work in a 3D printer
XYZ 3 in 1

- Age of our students is between 12-15, but we
have students older than 15 because they
failed to pass the class
Students chosen between those who:
 wanted to take part to the project
 met the programs conditions
SchoolYear: 2016-2017
6 Students+
(4 girls and 2 boys)
12 Students+
(11 girls and 1 boy)

 Ages – Attendances
Ages – Attendances
1st implementations 2nd implementations
Hours (sum) ~8 Hours (sum) >20
Hours Per Day 2 Hours Per Day ~2
Dates Of Implementation 2nd semester of 2016-17 Dates Of Implementation 10/2017-03/2018
Students 6 + Students 12+
Class 1st (4), 2nd (1) & 3rd (1) Class 1st (9), 2nd (1) & 3rd (2)
Groups No Groups No
Ages Of Students 14-16 Ages Of Students 13-15
Attendances (1st implementation) Attendances (1st implementation)
Number of students (sum=6) Number of attendances
Number of students
(sum=12) Number of attendances
6 4+ 11 10
1 9

 Geometrical solids
 Keychains
 Designing in FreeCAD & Printing in 3D XYZ 3 in 1 XYZ Anima printer the
program’s tailored scenario
(6 students/
3 scenarios
+improvisations/
lots of artifacts)

 Penguin
• Let's improvise
 Designing in FreeCAD & Printing in 3D XYZ 3 in 1 Anima printer the
program’s scenario
(6 students/
3 scenarios
+improvisations/
lots of artifacts)

 Geometrical solids
 Keychains
 Penguin
 Stamp and Its Handle
 Tangram
program’s scenario (12 students/
10 scenarios +improvisations/
lots of artifacts)

 Pen Holder
 Design a boat
 Modeling a Building or a
Monument
 Design A Building
 RailwayTrack
program’s scenario (12 students/
lots of artifacts)

Keychain, the most popular scenario:
Students designed at least 2.They
even:
-wrote their names in other languages,
-changed the fonts...
-tried symbols too (, ♥, ♣...).
-Lots of students tried out 2 versions
of key chains with embossed and
strikeout letters while one girl tried
half sunk/ engraved letters too.
-They found out that “EK” is good in
both embossed and strikeout versions
while “ΡΑΦΑ” isn't.

 Improvisations
program’s scenario+
(12 students/
lots of artifacts)

Identify the Problem
Brainstorm/ Discussion
Design (Guidelines,Tutorials…)
Build
Share solution
Redesign Test and Evaluate

Making their 3D designs
Printing their 3D designs producing physical objects from computer files
It is amazing to see students in a Junior High School design and print in 3D!

We participated in:
-Athens Science Festival exhibition on :
"Shaping our Future" (Technopolis,Gazi 01/04/2017 ) and
"Science without frontiers " (Technopolis , Gazi 29/04/2018)
-"PeakTechnologies in Educational Practice" (Peristeri, 04/03/2018).
We presented our work in our lab to:
- 0ther Junior High School students during CodeWeek, 07-22/10/2017
- 38 pupils from 4th grade and 2 teachers from our neighboring elementary school
(09/03/2018)
We organized 2 workshops:
-four of the students that participated in our 2nd implementation taught 24 pupils
from 5th and 6th grade and their teachers (03-04/05/2018)

One of our last year students
participated with his High School
team at CAN SAT (SpaceCompetition)
2017-18 contest.
He sent us three-dimensional design
files that we printed out.They used
those on their "satellites".
They came to test their satellites at
our school.They discussed their
project with the current 3D team of
56th Junior High School.Our students
informed us about MakeITReal project
They came twice in order to discuss
about 3D printing because they want
to buy 3D printer and get started in
their school.

Problems we encountered with the quality of our printings
Print Doesn't Stick to Print Bed
-We used different solutions:
- “raft”, glue but we prefer:
“brim” and hairspray
Print Edges are Bending (Warping) and
had horizontal cracks in our printings
-We tried calibration, textured tape, hairspray while we raised
the temperature in both nozzle and bed
Nozzle temperature: ABS >220 (230), bed: ~90
Layers heights: 0,15-0,2 (for better bonding)
Shell thickness: (3-4)
Speed(Shells, Infill): 20.
Bottom layer speed: 10
We are still facing problems and learning...

Yellow,White pen holders - Left
butterfly: nozzle temperature 210,
infill 10%,
Speed(Shells, Infill): 30, Bottom
layer speed: 20, Layers heights: 0,4,
Shell thickness: 2
Black,Green pen holders -Right
butterfly: nozzle temperature 230 ,
infill 25% ,
Speed(Shells, Infill): 20,
Bottom layer speed: 10,
Layers heights: 0,2 (for better
bonding),
Shell thickness: 4)

Some PLA tries.
(the hand isn’t ours design. It had
been downloaded from the net for
our tries)
3D Printing is a chapter on its own!
It’ s good to discover solutions with
your students BUT the majority of
them are impatient.
It’s better to have ready made profiles
in a beginner class in order to avoid
undesirable cognitive load to the
students
PETG

Remarks (about makeITreal 2 year implementation):
1st implementation:
•we started the program during the 2nd semester and students had already
enrolled in other programs and or had arranged their after school time, so
only 6 students participated, each working on her/ his own pc
•After the first two printings three more students started participating in the
program (they completed the “Geometrical solids” and the “keychain”
scenarios)
2nd implementation:
•This school year more than 80 students wanted to take part in the project.
We limited the number in 12 students (9 from our 1st grade, 2 from 2nd and 1
from 3rd)
•Parents came to the lab to see the 3D printer as well as our printings.

Some of the difficulties they faced were:
Lack of familiarization.They had problems to use constraints and
move around the programs possibilities. They “lost” the “Combo
View” and their design from their display view.
Haste! Students wanted to complete the scenario in the shortest
possible time.They didn't check all the steps and they ended up
having problems.
Blindness!They didn't pay attention on the program messages and,
consequently, didn't know how to solve the difficulties they faced (e.x.
redundant constrains, finish editing…).
Lack of problem-solving skills.The majority of the 1st grade students
prefers tutorials –even if they don’t use them properly! BUT they
become better during the implementation of the project :)

Some of the difficulties they faced were:
Difficulties to understand how 3d design geometry affects
output.
Lack of commitment! despite the fact that they themselves chose
to join.They were interested, mainly, in the result and not in the
procedure. They got disappointed because of “warping” or of a
rough surface after the removal of support.
Difficulties configuring the printing parameters of our designs in
our 3D printer (speed, infill density, layers heights, shell thickness,
temperature…) and evaluating the effects of these settings

 Interesting scenarios that engage students actively in
designing and printing their work
 Students
▪ deal with something modern, which they liked,
▪ learn by doing things,
▪ take pride in the competence they have demonstrated,
▪ understand that ability and competence grow with effort,
▪ spend more hours than what was originally scheduled,
▪ work in groups in a more free way in afterschool classes,
▪ want to do more designing & printing activities.

 3D drawing and printing activities can
potentially change students’ attitude to
learning (make them want to learn) and
encourages them to be creative with
technology
 Activities, more flexible in time, help
students keep pace with the more
experienced classmates

Thanks a lot for your attention 
Ευχαριστώ πολύ για την προσοχή σας
Dikkatiniz için çok teşekkürler
Bardzo dziękuję za uwagę
Heel erg bedankt voor je aandacht
Ευχαριστώ πολύ για την προσοχή σας

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