{"data":{"model":{"id":"566719","slug":"stojan-na-dobijeci-baterie","name":"Stojan na dob\u00edjec\u00ed baterie","authorship":"author","eduProject":{"id":"2281","subject":{"id":"10","name":"Informatics & Computer Science","slug":"informatics-computer-science","__typename":"SchoolSubjectType"},"language":{"id":"28","name":"Czech","__typename":"LanguageType"},"free":false,"timeDifficulty":"SHORT_TERM","audienceAge":"ADOLESCENT","complexity":"MEDIUM","equipment":[{"id":"1","name":"3D modeling","__typename":"EquipmentType"}],"suitablePrinters":[{"id":"1","name":"Prusa MK3/S/S+","__typename":"PrinterTypeType"}],"organisation":"Gymn\u00e1zium, Nov\u00fd Ji\u010d\u00edn, p\u0159\u00edsp\u011bvkov\u00e1 organizace","authors":"studenti druh\u00e9ho ro\u010dn\u00edku \u0161koly pod veden\u00edm u\u010ditele Michala Hlosty","targetGroupFocus":"

C\u00edlovou skupinou jsou studenti st\u0159edn\u00ed \u0161koly \u010di \u017e\u00e1ci vy\u0161\u0161\u00edch t\u0159\u00edd Z\u0160.

","knowledgeAndSkills":"

m\u011b\u0159en\u00ed posuvn\u00fdm m\u011b\u0159\u00edtkem, z\u00e1klady pr\u00e1ce CSG v TinkerCAD, znalosti stereometrie a z\u00e1kladn\u00edch 3D objekt\u016f, ch\u00e1p\u00e1n\u00ed pravo\u00fahl\u00e9ho sou\u0159adn\u00e9ho syst\u00e9mu os XYZ, z\u00e1klady pr\u00e1ce s 3D tisk\u00e1rnou, z\u00e1klady blokov\u00e9ho programov\u00e1n\u00ed - t\u0159eba Scratche nebo MBlock.

","objectives":"

Studenti v projektu propoj\u00ed programovac\u00ed postupy, kter\u00e9 nab\u00edz\u00ed TinkerCAD Code Blocks, s modelov\u00e1n\u00ed metodou CSG (Constructive Solid Geometry), kdy se v\u00fdsledn\u00fd 3D objekt tvo\u0159\u00ed pr\u016fnikem, sjednocen\u00edm \u010di rozd\u00edlem z\u00e1kladn\u00edch 3D objekt\u016f. C\u00edlem projektu pak bude v\u00fdrobek s praktickou vyu\u017eitelnost\u00ed ve \u0161kole \u010di dom\u00e1cnosti, kter\u00fd bude mo\u017eno d\u00edky v\u011bt\u0161\u00ed trysce vytisknout v rozumn\u00e9m \u010dase.

Projekt je koncipov\u00e1n jako pr\u016fvodce \u0159e\u0161en\u00edm, ale je mo\u017eno i \u201cotrocky\u201d a bez pochopen\u00ed pouze bezchybn\u011b p\u0159epsat k\u00f3d do TinkerCAD, nastavit si rozm\u011bry a vyexportovat si vlastn\u00ed stoj\u00e1nek.

V p\u0159\u00edloze je stl soubor, je dobr\u00e9 jej br\u00e1t pouze jako cvi\u010dn\u00fd pro zkusm\u00e9 slicov\u00e1n\u00ed, auto\u0159i neru\u010d\u00ed za jeho p\u0159esn\u00e9 rozm\u011bry.

","equipmentDescription":"

posuvn\u00e9 m\u011b\u0159\u00edtko, r\u016fzn\u00e9 typy \u010dl\u00e1nk\u016f, 3D tisk\u00e1rna, voliteln\u011b trysky v\u011bt\u0161\u00edch pr\u016fm\u011br\u016f a n\u00e1stroje pro jejich v\u00fdm\u011bnu

","timeSchedule":"

Dv\u011b vyu\u010dovac\u00ed hodiny jsou v\u011bnov\u00e1ny modelov\u00e1n\u00ed, dv\u011b vyu\u010dovac\u00ed hodiny jsou v\u011bnov\u00e1ny p\u0159\u00edprav\u011b tisk\u00e1rny a samotn\u00e9mu tisku.

V teoretick\u00e9 \u010d\u00e1sti studenti pracuji jednotliv\u011b i spolupracuj\u00ed, v praktick\u00e9 jsou rozd\u011blen\u00ed do skupin - cca po 4 lidech tak, aby v\u017edy byl ve skupin\u011b n\u011bkdo manu\u00e1ln\u011b zru\u010dn\u011bj\u0161\u00ed a n\u011bkdo s analytick\u00fdm my\u0161len\u00edm.

Je ale na u\u010diteli, jak si rozvrhne cel\u00fd projekt ve v\u00fduce.

","workflow":"

prvn\u00ed \u010d\u00e1st - modelov\u00e1n\u00ed (2 vyu\u010dovac\u00ed hodiny)

sezn\u00e1men\u00ed s problematikou a c\u00edlem projektu
n\u00e1vrhy \u0159e\u0161en\u00ed - anal\u00fdza
samostatn\u00e1 pr\u00e1ce
finalizace k\u00f3du

podrobn\u011bji

U\u010ditel vysv\u011btl\u00ed c\u00edl hodiny, nech\u00e1 kolovat jim p\u0159ipraven\u00fd v\u00fdtisk a diskutuje se studenty jak \u00fakol analyzovat, tedy rozd\u011blit do element\u00e1rn\u00edch krok\u016f, ze kter\u00fdch se syntetizuje \u0159e\u0161en\u00ed.
Spole\u010dn\u011b se t\u0159\u00eddou nalezne \u0159e\u0161en\u00ed, kdy v\u00fdsledek je slo\u017een z n\u011bkolika posunut\u00fdch \u0159ad a ka\u017ed\u00e1 \u0159ada z n\u011bkolika posunut\u00fdch jednotek. Ka\u017ed\u00e1 jednotka je slo\u017eena ze t\u0159\u00ed v\u00e1lc\u016f. Od prvn\u00edho (typ \u201ct\u011bleso\u201d) se ode\u010dte druh\u00fd men\u0161\u00edho pr\u016fm\u011bru ale stejn\u00e9 v\u00fd\u0161ky (typ \u201cd\u00edra\u201d, tedy bude tvo\u0159it dutinu). Je posunut\u00fd v kladn\u00e9m sm\u011bru osy Z, \u010d\u00edm\u017e vznikne dno. T\u0159et\u00ed v\u00e1lec - taky \u201cd\u00edra\u201d - tak\u00e9 stejn\u00e9 v\u00fd\u0161ky, ale men\u0161\u00edho pr\u016fm\u011bru, je op\u011bt ode\u010dten a vytvo\u0159\u00ed tak d\u00edru ve dnu. Nen\u00ed jej t\u0159eba nijak posouvat. V\u0161e se seskup\u00ed. U\u010ditel uk\u00e1\u017ee student\u016fm p\u0159edem p\u0159ipravenu a vyti\u0161t\u011bnu z\u00e1kladn\u00ed jednotku a/nebo postup jej\u00ed modelace demonstruje pomoci animace (soubor animace_1.gif). M\u016f\u017ee stejn\u011b uk\u00e1zat i animaci modelov\u00e1n\u00ed cel\u00e9ho stojanu (soubor animace_2.gif).
Studenti (ka\u017ed\u00fd samostatn\u011b) vymodeluj\u00ed z\u00e1kladn\u00ed jednotku - rozm\u011bry vol\u00ed libovoln\u00e9. Je t\u0159eba myslet na to, \u017ee v\u00e1lec je zde ve skute\u010dnosti v\u00edcebok\u00fd hranol, po\u010det bok\u016f=st\u011bn nastav\u00edme na maximum tj. 64. V\u00fdsledek pak m\u016f\u017ee v k\u00f3du vypadat takto:
Student\u016fm je vysv\u011btlen pojem prom\u011bnn\u00e1 a uk\u00e1z\u00e1no, jak se deklaruje. Zavedou si prom\u011bnn\u00e9 pr\u016fm\u011br (\u010dl\u00e1nku), v\u00fd\u0161ka (stojanu), tlou\u0161\u0165ka (st\u011bny a dna) a d\u00edra (do dna). Nastav\u00ed si je tak, aby vznikl stejn\u00fd objekt, jako p\u0159ed chv\u00edli. Ten objekt si pojmenuj\u00ed jednotka. Po uv\u011bdom\u011bn\u00ed si vztahu mezi polom\u011brem a pr\u016fm\u011brem a polom\u011bry jednotliv\u00fdch v\u00e1lc\u016f (kdy pro v\u00fdpo\u010dty pou\u017eijeme matematick\u00e9 operace - zde d\u011blen\u00ed a s\u010d\u00edt\u00e1n\u00ed), je pak v\u00fdsledek k\u00f3du takov\u00fd:
S takov\u00fdm objektem se d\u00e1 u\u017e pracovat - t\u0159eba vytvo\u0159it \u0159adu. A to jako nov\u00fd objekt. U\u010ditel s \u017e\u00e1ky znovu probere, jak \u0159ada vznikne. Pou\u017eijeme blok opakovat .. kr\u00e1t, kter\u00fd p\u0159id\u00e1 v ka\u017ed\u00e9m opakov\u00e1n\u00ed kopii objektu jednotka. Ka\u017ed\u00e1 takto opakovan\u011b vytvo\u0159en\u00e1 jednotka se automaticky um\u00edst\u00ed do po\u010d\u00e1tku sou\u0159adn\u00e9 soustavy a my ji tedy pot\u0159ebujeme v\u017edy vhodn\u011b posunout (t\u0159eba nyn\u00ed v ose X ) o posun_v_ose_x. Prvn\u00ed o 0*posun, druhou o 1*posun, t\u0159et\u00ed o 2*posun a tak d\u00e1le a\u017e po n-tou jednotku, kter\u00e1 bude posunuta o (n-1)*posun. Zavedeme tedy i prom\u011bnnou po\u010d\u00edtadlo, nastav\u00edme jeho velikost na 0 a pak ji budeme v ka\u017ed\u00e9m opakov\u00e1n\u00ed zv\u011bt\u0161ovat o 1. Zde je vhodn\u00e9 vytvo\u0159it u\u017e pracovn\u00ed skupiny, neb ne v\u0161ichni studenti tento postup napoprv\u00e9 pochop\u00ed. U\u010ditel na\u010drtne na tabuli strukturu bloku opakov\u00e1n\u00ed (co obsahuje uvnit\u0159) a pak u\u017e v\u0161e m\u016f\u017ee nechat na skupink\u00e1ch - studenti se dopracuj\u00ed pokusem a omylem ke spr\u00e1vn\u00e9mu postupu i nastaven\u00ed (resp. v\u00fdpo\u010dtu) posunu tak, aby se jednotliv\u00e9 jednotky p\u0159ekr\u00fdvaly, ale nezasahovaly do sebe v\u00edc, ne\u017e o tlou\u0161\u0165ku st\u011bny. Zde je vhodn\u00e9, aby u\u010ditel se studenty probral, pro\u010d tomu tak s ohledem na tisk m\u00e1 b\u00fdt . Je\u0161t\u011b p\u0159ed p\u0159esn\u00fdm v\u00fdpo\u010dtem posunu a bez prom\u011bnn\u00e9 po\u010det_jednotek_v_\u0159ad\u011b by mohla tato \u010d\u00e1st k\u00f3du vypadat t\u0159eba takto:
Zde je mo\u017eno skon\u010dit s \u010d\u00e1sti programov\u00e1n\u00ed s t\u00edm, \u017ee stoj\u00e1nek by m\u011bl jen jednu \u0159adu. Pokud u\u010diteli zb\u00fdv\u00e1 \u010das a/nebo cht\u011bj\u00ed-li studenti v projektu pokra\u010dovat (t\u0159eba samostatn\u011b \u010di ve skupink\u00e1ch doma), pak lze po\u0159e\u0161it i kop\u00edrov\u00e1n\u00ed cel\u00fdch \u0159ad ve sm\u011bru osy Y. Postup je skoro stejn\u00fd, bude se tvo\u0159it nov\u00fd objekt stojan coby v ose Y posouvan\u00e9 kopie objektu \u0159ada. Nepot\u0159ebujeme novou prom\u011bnnou po\u010d\u00edtadlo - jen prom\u011bnnou mus\u00edme vynulovat, nepot\u0159ebujeme novou prom\u011bnnou posun_v_ose_y (v\u017edy\u0165 je stejn\u00fd jako v ose X), sta\u010d\u00ed kdy\u017e posun_v_ose_x p\u0159ejmenujeme na posun_v_osach_xy a pou\u017eijeme tuto prom\u011bnnou i zde. Pot\u0159ebujeme ale novou prom\u011bnnou po\u010det_\u0159ad\u2026a d\u00e1le u\u017e je to opravdu jednoduch\u00e9
Nakonec by bylo dobr\u00e9 k\u00f3d \u201czcivilizovat\u201d - u\u010ditel vysv\u011btl\u00ed student\u016fm, \u017ee obsah je jedna v\u011bc, a forma druh\u00e1, nepr\u00e1vem zanedb\u00e1van\u00e1. A tedy prom\u011bnn\u00e9, kter\u00fdmi se parametrizuje cel\u00fd n\u00e1vrh, by m\u011bly b\u00fdt hned v \u00favodu k\u00f3du - proto tam p\u0159em\u00edst\u00edme po\u010det_jednotek_v_\u0159ad\u011b i po\u010det_\u0159ad. V\u00fdsledn\u00fd screenshot okna programu i s k\u00f3dem je v souboru kod.png.

druh\u00e1 \u010d\u00e1st - tisk (2 vyu\u010dovac\u00ed hodiny)

teorie - vlastnosti tisku s ohledem na pr\u016fm\u011br tisku
tisk prototypu
fin\u00e1ln\u00ed tisk
n\u00e1m\u011bty k p\u0159em\u00fd\u0161len\u00ed

podrobn\u011bji

Skupinky si vyzkou\u0161ej\u00ed, \u017ee jim program funguje, u\u010ditel do skupinek rozd\u00e1 r\u016fzn\u00e9 typy bateriov\u00fdch \u010dl\u00e1nk\u016f, posuvn\u00e1 m\u011b\u0159\u00edtka a nech\u00e1 studenty zm\u011b\u0159it a zadat pro konkr\u00e9tn\u00ed \u010dl\u00e1nek do programu hodnoty prom\u011bnn\u00fdch. Pak nap\u0159. jedna ze skupinek vyexportuje stojan jen pro jeden \u010dl\u00e1nek, naslicuje a vytiskne jej s nejv\u011bt\u0161\u00ed v\u00fd\u0161kou vrstvy pro tisk standardn\u00ed 0,4mm tryskou.
Mezit\u00edm u\u010ditel vysv\u011btl\u00ed souvislost mezi pr\u016fm\u011brem trysky, \u0161\u00ed\u0159kou perimetru a maxim\u00e1ln\u00ed v\u00fd\u0161kou vrstvy a jak s t\u00edm v\u0161\u00edm souvis\u00ed doba tisku. Vhodn\u00e9 je to demonstrovat v PRUSA Sliceru, kde si u\u010ditel nakonfiguruje krom\u011b 0,4mm i 0,6mm a 0,8mm trysky. Tyto trysky je dobr\u00e9 m\u00edt s p\u0159edstihem koupeny stejn\u011b jako kl\u00ed\u010de k jejich v\u00fdm\u011bn\u011b.
Prototyp se vytiskl a s velkou pravd\u011bpodobnost\u00ed do n\u011bj \u010dl\u00e1nek nep\u016fjde zasunout. U\u010ditel vysv\u011btl\u00ed, jak se zde projevuje u\u010divo z fyziky o teplotn\u00ed rozta\u017enosti materi\u00e1l\u016f. Bude t\u0159eba tedy k nam\u011b\u0159en\u00e9mu pr\u016fm\u011bru \u010dl\u00e1nku cca 1mm p\u0159idat - \u0159\u00edk\u00e1 se tomu v\u016fle.
Studenti s pomoci u\u010ditele nebo jen s\u00e1m u\u010ditel vym\u011bn\u00ed trysku (nejl\u00e9pe 0,8 ale sta\u010d\u00ed i 0,6mm) a zkalibruj\u00ed pro novou trysku prvn\u00ed vrstvu. Nelze zapomenout zm\u011bnit trysku i v menu tisk\u00e1rny. Studenti vytisknou prototyp pro novou trysku, zkontroluj\u00ed jej s ohledem na v\u016fli, vygeneruj\u00ed si fin\u00e1ln\u00ed stojany\u2026a tisknou. Project complete\u2026.
U\u010ditel b\u011bhem tisku motivuje studenty s v\u011bt\u0161\u00edm z\u00e1jmem o programov\u00e1n\u00ed k modifikaci k\u00f3du p\u0159i pou\u017eit\u00ed \u0159\u00edd\u00edc\u00ed struktury for-next (zde po\u010det s \u201ci\u201d od..do..). Z\u00e1rove\u0148 je mo\u017eno popustit uzdu fantazii a spole\u010dn\u011b p\u0159em\u00fd\u0161let, kde jinde se d\u00e1 takov\u00fd stoj\u00e1nek jin\u00fdch rozm\u011br\u016f pou\u017e\u00edt a jak jej p\u0159\u00edpadn\u011b modifikovat, aby byly jednotky uspo\u0159\u00e1d\u00e1ny jinak - do kruhu, do spir\u00e1ly a pod. Projekt se velmi jednodu\u0161e d\u00e1 realizovat i v jin\u00fdch programech, nap\u0159. OpenSCAD.

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Stojan na dobíjecí baterie

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