Additional Info

• Period of implementation: 42 Hours
• Country where the practice was developed : Finland
• Provider of the practice : Salpaus Further Education - Lathi
• Targetg group: EQF level 5
• How to implement the practice :

  Teacher assigns to the students an exercise of a mechanical device of which parts are not too complicated to 3D-print.

  Students design and 3D-model the device from scratch.

  When several 3D-models prototypes of the device are available, students export them to a 3D-printing slicer. Notice temperature settings must be according with the 3D-printing filament material type. Monitoring the 3D-printer while working is recommended, at the very least the success of the full first layer.

  The 3D-prints provide visual aid and can simulate assemblies with decent accuracy. Based on them product development is more clear and teamwork is easier.

• Prerequisite knowledge:

  In addition to having a deep understandig of the 3D-modelling programs, the teacher has to learn the correct use of the 3D-printer available and be able to solve personally/with service support common errors and difficulties of 3D-printing.

• Main learning outcomes from the practice :

  Students get familiar to the 3D-printing technology in the engineering and production aspects.

• Needed/Suggested digital tools:
  • - Mechanical 3D-modelling program
  • - 3D-printing slicer
• The practice was carried: : Hybrid online/classroom
• Critical points to shift towards STEM learning and solutions:

  Nowadays 3D-printers can be available in any design office, so it is really advantageous for the students to have 3D-printing experience.

• Positive aspects of participatory learning :

  Students get 3D-printing experience.

• Negative aspects of participatory learning:

  Students may avoid 3D-printing just to get ready earlier.

• Included green education (if any):

  3D-printing has minimal material waste compared to machining technologies.