Researchers Create Low-Cost 3D Printed Polarimeter for Use in Chemistry Classrooms

The adoption of 3D printing in the classroom has opened up new horizons for creating teaching tools. Science teachers, in particular, can make personalized models of nanostructures, and educational tools like colorimeters. But there haven’t been any 3D printable designs for polarimeters, which measures the angle of rotation of polarized light once it’s passed through an optically active solution or substance. Paweł Bernard from Jagiellonian University and James D. Mendez from Indiana University – Purdue University Columbus published a paper about their creation of a low-cost 3D printed polarimeter.

“3D printing and simple electronics were used to create a polarimeter suitable for a variety of chemistry courses,” they wrote. “This device allows instructors to demonstrate optical activity but is also easy to use and low cost enough to be widely available for student use, as well. The instrument uses an LED light source and detector housed in a 3D-printed base. By rotating the top piece, users can visually detect changes in brightness or measure this directly with a multimeter.”

A polarimeter consists of a sample chamber, monochromatic light, and a polarizing filter before, and a rotatable one behind, the sample. This second filter can be adjusted to the angle of the rotated light, after it’s passed through a sample, in order to “minimize or maximize the transmitted light.”

Basic polarimeter schematic and working theory.

High school and college teachers normally demonstrate the optical activity of substances using overhead projection, as most regular polarimeters are too expensive for use in a school laboratory setting. One researcher created a no-cost polarimeter using sunglasses and a mobile phone, which was good for demonstration purposes, but not for student experiments. Another inexpensive polarimeter was made using a shoebox, but it wasn’t durable enough.

“Therefore, the use of 3D printing technology is a perfect solution,” the researchers stated. “The body of a polarimeter can be printed in a reasonable time; the price of the plastic and electronics is low, and the actual assembly of the elements is relatively simple.”

3D printed polarimeter schematic.

A basic polarimeter can use either a test tube or 3D printed cuvette, and light detection can be merely eyeballed, or precisely measured with a low IR radiation sensitivity photodiode. Both are compatible with low-voltage, inexpensive LEDs; the RBG diode at the bottom can be plugged into a 4.5 or 5 V battery, or a standard 9 V battery can be used with a simple circuit.

9 V power supply circuit schematic.

“In the construction, two layers of polarizing filters (polarizing film) are used. It is a low-cost, commercially available material, used for the construction of 3D glasses among other things,” Bernard and Mendez explain. “Our experience shows that it is easier to identify the lowest (rather than highest) intensity of the light passing through the sample; therefore, we advise arranging two layers of polarizing film rotated by 90°. In such a setup at neutral position (0° angle) without a sample, or with a sample of optically nonactive substance, it is dark, showing the lowest light intensity. 

“The construction of the device using a test tube as a sample container is simpler but also more problematic in use. The bottom of a test tube scatters the light. Usually, the center of the light spot is darker, but there is an unpolarized light ring around it.”

A test tube does not ensure a complete blackout at the minimum light point, so a 3D printed container with a flat bottom is useful. The researchers 3D printed the elements out of ABS and PLA filaments, which were black to ensure stable light readings. PVA supports and a dual extruder printer were used to 3D print the rotary cup and main body.

(a) Operating 3D printed cuvette polarimeter with photodiode detector at zero position (minimum signal); (b) operating 3D printed test tube polarimeter (maximum signal); (c) operating 3D printed test tube polarimeter (min signal); (d) operating the 3D printed cuvette polarimeter (max signal); (e) operating 3D printed cuvette polarimeter (min signal).

The researchers tested 50 high school chemistry students in Poland and 15 organic chemistry university students in the US on taking measurements with the 3D printed polarimeter. Working in groups of 2-3, they ran measurements with pure liquids first, and then aqueous solutions. It’s quick and easy to use – the students can change samples and adjust a cap rotation in less than a minute, though they must be told which way to rotate the tool for different substances as “the device gives the same readings in both directions (90° = −270°).”

“It is also advised to adjust the concentration of the sample solution and path length so that the readings are in the range of the provided rotation scale (from −180° to +180°). Using measured rotation and simple mathematical relations, students can calculate a substance’s specific rotation,” the researchers said.

The students used (R)-limonene, fructose, and sucrose, and ran initial measurements both visually and with the 3D printed polarimeter, which allowed them to take measurements with three colors thanks to its RBG diode. They made 4 to 6 measurements for a sample and after dilation for the aqueous solutions.

“The results were a starting point for a discussion on optical rotatory dispersion phenomena. Calculating the specific rotation of the substances was homework, verified by the teacher during subsequent classes,” the researchers stated.

Measured rotation for aqueous solutions of sucrose in the concentration range of 0.05–0.35 g·mL, a series for red, green, blue light measured with a 3D printed polarimeter, and accompanied by results from commercial polarimeter with a sodium lamp 589 nm.

In another project, instructors prepared kits with all of the materials needed to assemble the polarimeter, including breadboards and the 3D printed body. 16 chemistry majors in Poland and four US undergrad students constructed the device, working in pairs, and none had previous experience using breadboards or building measuring devices. But they followed detailed instructions, with some help from teachers, and succeeded in building operational polarimeters in less than one hour.

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3D Printing News Briefs: November 25, 2019

We’re finishing the week out with some more formnext news for 3D Printing News Briefs: Poly-Shape presented a metal 3D printed Francis Turbine at the event. Moving on, Etihad Engineering opened a 3D printing lab for aircraft parts with EOS and BigRep, and Y Soft launched an online collection of 3D lessons for educators.

Poly-Shape’s 3D Printed Francis Turbine

At formnext 2019 last week, French company Poly-Shape presented something rather unique: a 72 kg Francis Turbine made with its Directed Energy Deposition-powder (DED-P) metal 3D printing technology. Turbine components are often used in the aerospace and energy industries, and DED-P printing can be used to fabricate the raw part, with its complex geometry, in less than 3 days; in fact, the Francis Turbine was printed in just 55 hours.

“The DED-P process is operated within a 5-axis CNC machine thanks to a material depositing system,” a Poly-Shape press release stated.

“By minimizing the needed allowance (typically < 1,5 mm), the part machining is reduced to finishing operation. In case of hard to access areas, the DED and the machining production can be sequenced such as the tool accessibility would be released.”

Etihad’s 3D Printing Lab for Aircraft Parts

Bernhard Randerath, VP Design, Engineering & Innovation, Etihad Engineering; Abdul Khaliq Saeed, CEO, Etihad Engineering; Markus Glasser, SVP EOS; H.E. Ernst Peter Fischer, German Ambassador to the UAE; Marie Langer, CEO EOS; Tony Douglas, Group CEO Etihad Aviation Group; Martin Black, CEO BigRep.

Etihad Engineering, a division of the Etihad Aviation Group, partnered with EOS and BigRep to open a 3D printing lab. It’s one of the first airline MROs in the Middle East that’s received approval from the European Aviation Safety Agency (EASA) for designing, producing, and certifying cabin parts made with powder bed fusion technology, two years after receiving approval for filament 3D printing. The laboratory is located at the Etihad Engineering facility, adjacent to Abu Dhabi International Airport, and houses two industrial 3D printers – the EOS P 396 and the BigRep ONE. It was opened officially in a ceremony last week, and in recognition of the relationships between Etihad, EOS, and BigRep, was attended by His Excellency Ernst Peter Fischer, German Ambassador to the UAE.

“The launch of the new facility is in line with Etihad Engineering’s position as a leading global player in aircraft engineering as well as a pioneer in innovation and technology,” said Bernhard Randerath, VP Design, Engineering and Innovation for Etihad Engineering. “We are extremely proud to collaborate with EOS and BigRep to expand our capability and support the UAE’s strategy to increase production technology and cement its position as a global aerospace hub.”

Y Soft Launches be3D Academy for Educators

The Y Soft Corporation has launched its be3D Academy, available as part of its YSoft be3D eDee 3D printing solution for education. There are many benefits to using classroom 3D printing as a tool for learning, and adoption in schools is growing fast, but developing lesson plans that incorporate the technology can be difficult, due to lack of knowledge or access. The company’s new online collection of teacher-tested 3D lesson plans in STEAM subjects make it easy for educators to teach in 3D. The be3D Academy lesson plans provide tools like student worksheets, presentations, video tutorials, and 3D model files, all of which can be made on the YSoft be3D eDee printer with its certified filaments.

“3D printing is particularly valuable in the classroom to convey complex subjects. When students can touch and adjust physical objects they have created, understanding increases. Comprehension of STEAM subjects can be difficult, and be3D Academy’s lessons make concepts interesting and fun. be3D Academy lesson plans range from creating castles to understanding geometric shapes and volumes to creating a Da Vinci bridge as a science learning project,” said Elke Heiss, the Y Soft Chief Marketing Officer.

The be3D Academy is open to all educators looking to add 3D printing to their classrooms.

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3D Printing News Briefs: September 21, 2019

We’re talking about an event, some 3D printing education news, and racing applications in today’s 3D Printing News Briefs. Russia’s top 3D printing festival is returning for a second year, 3D Universe is introducing its Educators Exchange Community, and SUNY New Paltz is opening a 3D printing/business incubator. Scheurer Swiss GmbH supplied Toyota Gazoo Racing New Zealand with 3D printed parts, and Cincinnati Inc. is now an official sponsor of Hendrick Motorsports.

3D Today Festival in Russia

Russian 3D printing media outlet 3Dtoday will soon hold 3Dtoday Fest, the country’s top national 3D printing event. The festival premiered last year in St. Petersburg, but is moving to Moscow this time. Top local 3D technology manufacturers and distributors, such as iGo3D Russia and Picaso 3D, will attend the event, and many amateur 3D printer designers will showcase their work as well. Industry professionals and popular 3Dtoday bloggers will speak at the festival, and makers will have the chance to take complimentary workshops on topics ranging from post processing and painting 3D printed models to drawing with a 3D pen.

The goal of 3Dtoday Fest, which is working to expand the reach of 3D printing on a prosumer level, is to unite the community in order to help new and established manufacturers promote their materials and equipment, help beginners enter the world of 3D printing, and give artists and designers a place to display their work to a larger audience. 3Dtoday Fest will take place in Pavilion 5 of Moscow’s Expocentre on November 29 and 30 from 10 am to 6 pm.

3D Universe Introduces Educators Exchange Community

For a teacher who’s long wanted a classroom 3D printer, confusion may set in once the dream becomes a reality – what to have the students do with it now that it’s here? That’s why  3D Universe, a retailer and founding member of the e-NABLE community, has launched its new Educators Exchange community group on Facebook. The page is for educators who want to share their classroom’s digital fabrication projects, which is easy to do with the group’s spreadsheet.

“Our hope is that teachers from all over the world will share their curriculums with each other as open-source resources. We would love to see classrooms create collaborative projects that can connect students from different demographics together in a global 3D Universe Educational Maker Movement!”

Simply request to join, answer a few questions, and agree to the group rules, and then you can start sharing what your students are working on. You can browse the spreadsheet to find open source educational project files and resources, and even find helpful links to websites, articles, and machine-specific tutorials.

SUNY New Paltz Opens New Engineering Innovation Hub

The State University of New York (SUNY) at New Paltz has just opened its $13.5 million Engineering Innovation Hub (EIH) building, built by Urbahn Architects and general contractor PC Construction. The 19,500 square foot facility, designed to meet LEED Silver environmental and sustainability standards, includes teaching and research lab spaces, the school’s Hudson Valley Additive Manufacturing Center (HVAMC), a popular bachelor’s degree program in mechanical engineering, and 3D print prototyping labs to support the program. It was designed in such a way that an expansion could be supported in the future if necessary.

“The bright, open, 661-square foot entrance lobby is intended as a collaborative space for students,” explained Urbahn Architects’ Construction Administrator Manuel Mateus. “It features cabinets for the display of 3D-printed artifacts. Counters with computer charging and data outlets, lounge-style seating, and whiteboards that allow students to study, work, and collaborate. The lobby also features a textured art wall invoking 3D-printed panels. The flooring consists of textured porcelain ceramic tile and the ceiling is gypsum board. The space features ring-like curvilinear LED ceiling light fixtures.”

3D Printed Toyota Race Car Parts by Scheurer Swiss

Scheurer Swiss GmbH was commissioned to create carbon-reinforced 3D printed engine components for the well-known Castrol Toyota Racing Series (TRS). With the company’s help, Toyota GAZOO Racing New Zealand has created the more powerful Toyota FT-60 for the TRS 2020. The engine can produce 285 hp – far more than its predecessor – and the car itself was tested on the track in Italy this summer. The material was able to stand up under the enormous heat and speed, in addition to the race track’s compressive forces.

“We are planning to go into series production soon with the 3D-printed carbon-reinforced engine components from Scheurer Swiss. We are very satisfied with the advice and service provided by Scheurer Swiss, in particular the flawless and fast delivery of the urgently needed carbon-reinforced components for the Toyota FT-60 test series,” said David Gouk, the owner of David Gouk Race Engines.

The Castrol Toyota Racing Series’ 2020 racing season starts in January at the Highlands Motorsport Park in New Zealand.

Cincinnati Inc. Sponsoring Hendricks Motorsports starting in 2019

In a record 10-year agreement beginning this year, machine tool manufacturer Cincinnati Inc. has joined Hendrick Motorsports – a 12-time NASCAR Cup Series champion – as an official sponsor through the 2028 racing season. The company will be a primary sponsor of Alex Bowman’s No. 88 Chevrolet Camaro ZL1 in the October 6th Cup Series playoff race, in addition to two 2020 events. Cincinnati Inc. is also a full-season associate sponsor of the team’s entire stable for ten years, and was named Hendrick Motorsports’ Official Metal Fabrication and Additive Equipment Provider. Hendrick will use the company’s 3D printing, laser cutting, and press brake machinery to help develop and construct its race car fleet.

“Ten years is quite a statement. It demonstrates how the Cincinnati team feels about NASCAR and the opportunities the sport presents for their business,” said Rick Hendrick, owner of Hendrick Motorsports. “From the perspective of our team, it’s a major endorsement of how fantastic the Cincinnati products are and the confidence we have that the relationship will help provide a competitive advantage on the racetrack. We look forward to a lot of trips to Victory Lane together over the next decade.”

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Students Learn Digital Manufacturing Through Design and 3D Printing of Turbine Blades

In a paper entitled “Application of Additive Manufacturing in Design & Manufacturing Engineering Education,” a pair of researchers from University College Dublin detail how they implemented a program on digital manufacturing and materials processing using 3D printing in an undergraduate engineering course. The students used 3D printing technology to fabricate a turbocharger turbine part. Three research questions were presented:

  • Can the use of digital manufacturing in engineering education increase student engagement?
  • Can the use of self-guided learning via digital manufacturing increase insights and understanding of the design and manufacturing process?
  • Can the use of self-guided learning increase the enjoyment and desire to learn?

The study involved a class of 90 undergraduate engineering students. Introductory lectures were given on topics such as digital manufacturing, additive and subtractive manufacturing, and 3D design and printing processes. The students were given background information along with examples of publications on turbine design, then were divided into groups of three and given periods between four and seven weeks to design and test turbocharger blades.

“As the practical element of the course was carried out over a 4-week period, there was considerable potential for competition between the groups as well as for peer learning,” the researchers state. “This helped to facilitate multiple learning styles and environments. From a manufacturing viewpoint there is the initial challenge of understanding why and where to use certain processes.”

The students were given a lot of freedom, as no prescribed methodologies or solutions on turbine design were provided. The project was designed to be carried out for low cost; two 3D printers were used, one of them a Zmorph. The material used was PLA. Cura slicing software was used, along with Autodesk Inventor Professional for design. Four major components were included in the turbine design: the turbine itself, the housing, the turbine shaft and the mounting unit. The students had to consider the following parameters: blade radius, blade angle, blade thickness, and number of blades.

The 3D printing itself had to be completed within a 40 minute period, and the turbine performance and characterization had to be completed within an hour and a half prototyping lab. Each student group had to determine what printing settings to use. Once the part was completed, the turbine speed, dimensions, and layer morphology were evaluated, followed by a feedback session.

A student survey was carried out to evaluate the students’ prior knowledge in 3D printing as well as the level of interest and value in the course. All of the students had some prior knowledge of 3D design, but limited experience in 3D printing. The researchers conclude that in the future, it may be useful to offer different levels of challenge to the students based on their prior experience.

Overall, the course was highly successful, with the students reporting largely positive and enthusiastic feedback. The researchers state that the course could have benefited from more than one prototyping session, which may be included in a future course. The benefits of digital manufacturing and 3D printing were clearly shown, however.

“The course has great potential as a platform learning experience to educate engineers in a number of critical areas of digital manufacturing, covering innovation, engineering design, manufacturing, simulation, and prototyping whilst being low cost and easily replicated,” the researchers conclude.

Authors of the paper include Dr. Shane G. Keaveney and Professor Denis P. Dowling.

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3D Printed Models Help Students Gain a Better Understanding of DNA Behavior

In a paper entitled “Visualizing the Invisible: A Guide to Designing, Printing and Incorporating Dynamic 3D Molecular Models to Teach Structure-Function Relationships,” a group of researchers from the University of Nebraska discusses the importance of using three-dimensional models to help students understand critical biology and chemistry concepts. Teachers, the researchers point out, often rely on two-dimensional images to teach complex three-dimensional concepts, such as the structure of molecules, but students cannot fully grasp the concepts using only 2D images. Kits with 3D models exist for teaching purposes, but they “cannot handle the size and details of macromolecules.”

3D printing, however, allows instructors to create detailed custom models of molecules of any size.

“For example, protein models can be designed to relate enzyme active site structures to kinetic activity,” the researchers state. “Furthermore, instructors can use diverse printing materials and accessories to demonstrate molecular properties, dynamics, and interactions.”

In the paper, the researchers describe the creation of a 3D model-based lesson on DNA supercoiling for an undergraduate biology classroom. They selected this particular model so that students could “feel DNA relaxation and witness contortions resulting from twists in DNA.” They designed and 3D printed flexible plastic models with magnetic ends to mimic DNA supercoiling.

“We developed a Qualtrics-based interactive activity to help students use the models to classify supercoiled DNA, predict the effects of DNA wrapping around nucleosomes, and differentiate between topoisomerase activities,” the researchers explain.

An upper-level undergraduate biochemistry class was divided into small groups of two to three students to foster peer learning, and each group was provided with one model set. The models were also made available at a library resource center. Interactive questions required the students to measure and explore physical aspects of the models. It took the students about 50 minutes to complete the activity, which was interspersed with lecture and demonstration via a digital overhead.

In interviews following the activity, the students reported that the models helped them learn because “physically seeing it makes something abstract very real.” In a survey, 60 to 70 percent of students stated that the physical models made it easier to learn the material being taught.

The researchers go on to provide step by step instructions for creating 3D printed models for use in the classroom. They designed the models around student misconceptions, they explain, and the models were shown to be effective in clearing up those misconceptions. This study reaffirms what many researchers and educational professionals have learned – that 3D printed models are an excellent way to teach students of any age group. From preschoolers learning shapes and textures to college students learning about DNA supercoiling, having hands-on models helps to make concepts real and accessible. 3D printing is a cost-effective way to create those models, and it is capable of presenting detail in a way that other fabrication methods are not.

“Three-dimensional printing represents an emerging technology with significant potential to advance life-science education by allowing students to physically explore macromolecular structure-function relationships and observe molecular dynamics and interactions,” the researchers conclude. “As this technology develops, the cost, resolution, strength, material options, and convenience of 3DP will improve, making 3D models an even more accessible teaching tool.”

Authors of the paper include Michelle E. Howell, Karin van Dijk, Christine S. Booth,  Tomáš Helikar, Brian A. Couch and Rebecca L. Roston.

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3D Printed Kits Help College Students Understand Complex Concepts

3D printed models can help anyone learn, from preschool students to doctors. In a study entitled “Modeling Antibody-Epitope Interactions with 3D Printed Kits in Large or Small Lecture Courses,” a team of researchers from Colorado State University discuss how they created 3D printed models to help college microbiology and immunology students understand a complex concept.

One of the more difficult concepts for college students to understand, the researchers explain, is the interaction between antibodies and the multiple epitopes found on antigens. Two students, as part of an honors thesis, designed 3D models of antibodies and viruses using Tinkercad. The program allowed them to create an intricate design, placing antibody cylinder “solids” onto viral antigen “holes” to demonstrate their binding. They also designed a cartoon version of an Influenza A virus as their model.

With help from the university’s Idea2Product Lab, the researchers 3D printed their models using PLA and Afinia 3D printers.

Before the test class period, the students were asked to watch a video on the immune system and antibodies. In the class itself, they were given kits with the 3D printed models and asked to do the following:

  • Describe how antigens and epitopes are related
  • Explain why some antibodies that do not bind to epitopes are produced
  • Discuss which regions on the heavy and light chains come together to bind to specific isotopes
  • Identify the region on the antibody that determines its class or isotope

“In total, they will work with four different combinations, two of which will bind an epitope on the same antigen on the virus, and two of which will not have specificity for the virus,” the researchers explain. “This allows students to understand that not all antibodies will be specific for an epitope on an infecting microbe.”

Over four semesters of using the 3D printed kits, 91% of students were able to correctly identify the epitope to which an antibody would bind.

Interestingly, when the combination of heavy and light chains did not bind to any epitopes on the virus only 63% of students answered that the antibodies were not specific for any epitope,” the researchers continue. “This could indicate either that students do not understand that not all of the randomly created antibodies will have specificity for a given infection, or they are not confident enough to answer ‘none of these’. However, after seeing the first antibody that was not specific for any epitopes and discussing how this was possible, when they were given a second antibody that was not specific for the virus 91% answered ‘none of these’, and 96% correctly identified the epitope binding site of the second antibody that had viral specificity.”

No matter the age of the student, 3D printed models can be valuable tools to help with understanding concepts – whether it’s preschool students learning shapes and colors or college students learning about antibodies and epitopes. Some things can be understood much better with interactive physical representations, and 3D printing allows educators to easily and inexpensively tailor models for certain lessons. In addition to learning how a single antigen could have multiple epitopes, students were able to use the 3D printed kits to explore concepts such as agglutination, crosslinking, neutralization, and isotypes. The 3D models are available on Thingiverse.

Authors of the paper include Erica L. Suchman, Jennifer McLean, Steven T. Denham, Dana Shatila, and David Prowel.

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How Will Teachers Adopt 3D Printing?

[Image: Ultimaker]

3D printing is everywhere, impacting industries such as healthcare, aerospace, manufacturing and practically any other area you can think of. However, in the big picture, adoption of the technology is still relatively low. Why is that? In a paper entitled “Understanding the determinants of novel technology adoption among teachers: the case of 3D printing,” a team of researchers argues that one big hurdle to adoption of 3D printing is the lack of sufficient technology education. The paper investigates the behavioral intention of high school teachers to use technologies such as 3D printing in class.

“At the global scale, numerous universities (e.g. MIT) have already integrated 3D printing classes in their curricula,” the researchers state. “In Austria, some universities (e.g. AAU Klagenfurt, TU Graz) run 3D printing labs. Comprehensive 3D printing education at the high school level is crucial to enable the timely development of required skillsets, yet 3D printing is still novel at the high school level.”

In the study, the researchers used the previously developed Unified Theory of Acceptance and Use of Technology (UTAUT) model of investigation as a basic to develop their own research model. UTAUT proposes three direct predictors: performance expectancy, effort expectancy, and social influence of an individual’s behavioral intention to use technology. The researchers set up a project called “SmartLab Goes to School,” in which high school were invited to present innovative ideas for using 3D printing technology for the chance to win a 3D printer for classroom use.

A questionnaire was distributed among Austrian teachers, resulting in a sample size of 103 respondents. 84 teachers stated that they had experienced 3D printing technology, while 19 replied that they had no experience with it. Unsurprisingly, teachers who taught technical subjects were found to have stronger inclinations to teach 3D printing technology than teachers of more academic or business education subjects. Interestingly, teachers with no 3D printing experience had stronger inclinations to use 3D printing, suggesting that many teachers who have used the technology have had negative experiences with it in the past.

Several of the researchers’ hypotheses were supported, including:

  • Teachers with high levels of performance expectancy are more likely to have a stronger intention to use 3D printing technology
  • Teachers with high levels of anxiety are less likely to have a stronger intention to use 3D printing technology
  • Teachers with a positive attitude towards using 3D printing technology are more likely to have a stronger intention to use 3D printing technology
  • Teachers who perceive facilitating conditions positively are more likely to have a stronger intention to use 3D printing technology

“The main goal to contribute to a better understanding of teacher acceptance of novel technology and their intention to use it was thus achieved,” the researchers state. “The findings provide evidence that there is a strong intention among teachers to use novel technology. Further, we demonstrate which personal and environment-related factors affect novel technology adoption.”

[Image: Makerbot]

Anxiety was a significant factor in the hesitancy of some teachers to use 3D printing – anxiety about making uncorrectable mistakes, for example, or apprehension about technology in general. Teachers were positively influenced toward using the technology by knowledge about its benefits, as well as the feeling that they had the proper resources, knowledge and support. Thus, the researchers conclude that the introduction of technology into classrooms is not just a financial or technical issue, but depends on the level of support teachers are provided.

Authors of the paper include Patrick Holzmann, Erich J. Schwarz, and David B. Audretsch.

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3DBear Introduces Kids to 3D Printing and Augmented Reality

Everyone agrees that it’s important for children to learn new technologies such as 3D printing, robotics, and virtual reality. The challenge lies in finding the best way to teach those skills to young students. Plenty of organizations have taken on that challenge and have come up with creative ways to teach kids about technology while allowing them to have fun as they learn. One of those companies is 3DBear, a Finnish startup founded three years ago by Jussi Kajala and Kristo Lehtonen.

3DBear is an app that allows children to 3D design their own toys in augmented reality. Available for both iOS and Android, the app is simple enough for kids to use, allowing them to superimpose their own designs on their surroundings using their phone’s camera. Kajala and Lehtonen wanted to capitalize on the popularity of such games as Pokémon Go and use the appeal of augmented reality to educate, not just entertain.

“There are lot of applications out there where children chase monsters or collect coins, but we wanted to create something that can be used to improve learning and support creativity,” Kajala told ELearning Inside. “At the same time, we had seen a lot of hardware being sold to schools without [administrators] thinking how to best apply it to improve learning. We had to fix that.”

While the idea of creating their own 3D printable toys in augmented reality is appealing to children, they can do much more with the app, and Kajala and Lehtonen encourage teachers to be creative, applying it to different subjects and lesson plans. The simplicity of the app means that it can be easily used to create scenes from history, for example, or bring literature to life.

“Using 3D design in augmented reality as a tool for creating makes curriculum come alive,” Kajala continued. “According to Bloom’s taxonomy, creating is the highest form of learning. Think about it: when you reconstruct a scene of, say, the Boston Tea Party in augmented reality, it’s an entirely different form of learning experience than reading a book about it or having a teacher explain it to you. When you create it yourself, you’ve got think: what do I need? I need a ship, boxes of tea, and a crew. What does the crew wear? What actually happens in the scene? Is the tea thrown into the water? Why would they do that? When you’ve gone through the creative process yourself you are much more apt to remember and understand the topic that you are studying.”

Apps like these may be the future of education, as teachers begin to utilize technology to teach kids in an entirely new way. Many people talk about the necessity of teaching children skills like 3D printing and virtual or augmented reality because those skills will be necessary for the jobs of the future, but they don’t always talk about how that technology can be harnessed to teach other subjects, as well. There’s really no area of study that can’t benefit from the creative application of technology; apps like 3DBear allow kids to both learn how augmented reality and 3D design work as well as to learn other subjects in a hands-on way.

Textbooks aren’t necessarily going to become obsolete, but the days in which learning came solely from the pages of a book are fading into the past. Students can now apply the knowledge they learn from books by recreating it in virtual 3D, which, as Kajala said, creates a much more lasting impression than book learning alone.

In addition to the app itself, 3DBear offers lesson plans for elementary, middle and high school students in a wide variety of subjects. You can learn more here.

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[Images: 3DBear]