Create a Landmark: 3D Modeling & 3D Printing - Project (MS-HS, in English)

This project is useful for Middle School or early High School students in the areas of Design, Computer Science, using 3D software, Social Studies (History, International Relations, Geography).

1. Basic knowledge of a 3D modeling software is required, such as Tinkercad. The objective of this lesson is recreating a miniature famous building as an original student work, not learning 3D modeling from zero.
   It is strongly suggested to have all students complete the first 13 Tinkercad tutorials before moving on to this.
   These tutorials are also recommended:
   - Chess Pawn
   - Build a Roman Dome with Columns
   - Build a Temple
   It is a big step for students to go from following tutorial steps to building their own model. Being brave and resourceful to explore, willing to not be perfect and create is a significant lesson.
    
2. Students should be able to modify and combine default geometric shapes to create more complex ones.
    
3. Students should be able to duplicate, align, hide, copy/paste, move, rotate objects, use planes. Some of these skills may be weak or missing, but they can easily be practiced during this lesson.
    
4. Students who know how to prepare models for printing (slicing, exporting, preparing the printer) can do so, although it is not expected. The teacher is usually who does this.

Some students will not like this lesson, some will be very eager and excel, and lastly, some others may discover that they like and are good at this and didn't know before. This is a valuable objective; the exposure to this process and tools could impact a student's future choices of electives, after school activities and even career path.

Through this lesson, Students will:

1. Experience creating a 3D model of their own, not just following step by step
2. Identify the features that make the landmark recognizable, and how to represent them in 3D
3. Visualize dimensions and proportions
4. Learn how to ensure that their model is 3D printable
5. Receive their design physically printed, to identify first-hand their successes and areas to improve
6. The final model can serve as a souvenir, a gift or a decoration

1. Computer room, or individual laptops per student in any room - it's important that every student tries it on their own. If done in pairs or larger groups, each student may not gain experience equally.
    
2. Internet connection - while some 3D software can work offline, a connection allows easier sharing, researching reference images, etc.
    
3. Mouse - strongly recommended, it makes 3D modeling significantly easier and less frustrating.
    
4. 3D printer - the lesson can end with each student's digital 3D model, however, the reward for the hard work is for the students to hold it in their hands and experience it physically. 
    
5. Filament - simple PLA is sufficient. Matte, grey or beige is recommended to see miniature details better. White, black, red or shiny filaments are hard to photograph and see details in. No structural needs for these models. 

* Asterisk indicates variable/flexible

1. Introduction and explanation of the Project - 5 minutes - by the Teacher
    
2. Selection of Landmark - 30 minutes - Students search information and images
    
3. Drawing - 30 minutes - Students draw orthogonal views and details
    
4. 3D modeling - 4 hours* (can be divided in 4 sessions of 1 hour), adjust as needed, more may be necessary based on student progress and software proficiency.
    
5. Preparing 3D prints - 1 hour* - Slicing
    
6. Printing models - approx. up to 30 mins. per individual model* (some models take longer than others, multiply per number of students in class, input shaper is helpful here if available)
    
7. Conclusion & Reflection - 30 minutes 
    
8. Re-prints - variable* - consider extra time in case of failed prints, student requests to improve or try again, etc.

1. Introduction and explanation of the Project - The teacher introduces the lesson, explains what the overall project will consist of and its phases, explains the criteria for evaluation, the timeframe and important dates. 
    
2. Selection of Landmark - Students use the Internet to search information and images. They can explore options first, narrow it to one, and then save what will be useful to create the model. The Teacher provides guidance and examples, and keeps the time.
    
3. Drawings - The Teacher explains and gives examples of orthogonal views: Front, Top, Side views. Isometric and Cut views are optional. “Zoom” into specific details is useful.  Students draw them for the landmark they have chosen.
    
4. 3D modeling - Students use the selected 3D modeling software to start creating their model. They progress independently through several sessions. The Teacher overlooks and provides assistance, sharing good questions or tips with the whole class. The Teacher ensures enough progress is made before the end of the last session.
    
5. Preparing 3D prints - The teacher arranges models in the slicer software, selects parameters, generates gcodes. Any students who know how to slice can help, or those interested can learn. Individual prints or batches of a few are recommended over waiting to print a full print plate of models. This reduces the chance of failure, minimizes post-processing (cleanup, stringing, etc) and, likely, students will complete the task at different times, so you can start printing those who finish first.
    
6. Printing models - The teacher prints batches of student's designs. It saves time to do this not during class, if possible, that way they can be ready sooner. Students who know how to operate the 3D printer can help, or those interested can learn.
   Prints don't necessarily need the best print quality, and don't need to be structurally strong:
   - 0.2 or 0.3mm layers
   - 15% or less infill, some may be hollow. Lightning pattern recommended
   - brims or rafts at discretion of the model, typically not necessary
   - supports at discretion of the model, typically not necessary
    
7. Conclusion & Reflection - Students receive their printed model, they reflect on what went well, what could go better, what could be done differently.