Final assignment
of 3D Printing course
Submitted by
Rnan Bakri
Khulod Abu Madi
&
Kamel Hashem
Summary:
This unit will take the form of a research project. It will contribute to develop student map working and enquiry skills, including the use and interpretation of a set of geographic information sources in addition to the health maps of the spread of coronavirus disease (COVID-19) over the countries of the Mediterranean basin .
Students in this unit will learn the most important countries of the Mediterranean basin, their geographical location (on which continent they are located), who are their neighbors, and the affection statics of coronaviruses on that regions.
This unit will introduce students to the process of translating their original ideas sketched on paper into a three-dimensional model using a free vector drawing program and free 3D modelling software.
A number of geographic skills will be employed, A number of World Health Organization(WHO) statistics and a variety of reference sources will be used. This lesson stresses geographical and health studies goals, but has interdisciplinary components like math ,statics,3D printing …
Subject :
Geography
Classrooms :
Grades 9
Adaptation to curriculum:
Yes
The countries of the Mediterranean basin is a unit specified in the geography book of the ninth grade for the second semester.& Because of the corona crisis that the country is going through, we thought that this unit is suitable for integrating health in .
Overview & Background :
Background:
Teaching geographical concepts in a theoritical way can be challenging. This activity promotes the learning of abstract concepts through the design and printing of Inspirational unique and original 3D maps prints of the student’s own design.
Overview :
Students will be working in 3 groups to create 3 inspirational maps to achieve the goals of the final homework (note: the explanation of the final homework can be found at the end of this assignment) . Students will create the maps in TinkerCAD.
students have to share their work with other groups through google shared file- will be determine at its time in agreement with students ,also they will discuss their opinions and leave notes using Padlet collaboration application.
Objectives:
At the end of this unit, the student will be able to:
1- enumerates the countries of the Mediterranean basin
2 - defines each country for which continent it belongs
3 - determine the countries of the Mediterranean basin that are most prevalent against the Corona virus, based on the statistics of the World Health Organization
4- Building a three-dimensional map of the country he has chosen and examining its suitability with the maps of his friends within the same continent
5- Optional additional goal:
That the school class be able to create a map of the Mediterranean basin countries close to reality, using the sample maps designed by each group separately.
Duration of study unit :
6 sessions of 45 minutes each in the classroom, in addition to a free time of working from home .
• session 1 : Geography : A general look on what do we mean by Mediterranean basin countries Interspersed with a drawing of a map of these countrie.
• Session 2: Health : A general look on what do we mean by covid-19 and an over view to how it spread all over Mediterranean basin countries using the following deaf maps:
Session 3 : 3D Skills :in this session students will learn how to convert any 2D picture to 3D one using SVG tracer application .
• session 4 : Discussion : A full explanation for the final home work of this unit .
Session 5 and 6: Guidance :Students work at their own pace over 2 days to scan their understand for the final home work and try to use 3D modeling software (TINKERCAD) TO create a 3D model of their maps. (convert at least one map from 2D to 3D one )
Required preparations / equipment :
- Pen and other drawing implements, paper, eraser….
- 3D printer
- 3D printer White ink
- Tinkercad (computers with internet connection, Tinkercad accounts).
- Makerbot Desktop software.
- Padlet (computers with internet connection, Padlet accounts)
- Google shared file (computers with internet connection, google accounts).
Learning Outcomes :
First : On the theoretical level student will :
v Develop a number of geographic skills,
v Understand a number of World Health Organization(WHO) statistics.
v use a variety of reference sources .
Second :On a practical level student will :
v create 2-D and 3-D images that
· reflect geographical, health contemporary themes.
· Identify the effect of evolving technologies on the production and distribution of images.
· apply vocabulary for materials, processes, and technologies used in 2D to 3D image development.
· use a variety of materials, technologies, and processes, alone and in combination, to make personally meaningful images.
Third : On the social level student will learn:
v The spirit of teamwork
v The effect of employing 21st century skills to exchange skills and accomplish missions on time.
Prerequisite Knowledge:
v Geographical knowledge of
§ Asia
§ Africa
§ Europe
§ Countries and geographic map of each of these continents.
(note: all the previous was taught in the previous units)
v Computer knowledge of the skills of using both
§ Padlet
§ google docs
§ and TinkerCad
Learning Resources:
9th grade geography book .
STUDENT WORKSHEET
FINAL HOME WORK
Coronavirus over the Mediterranean basin countries
Assessment: Mediterranean Mission
First of all
Your class will play a small game for random pick.
In front of you a box that you will go to regularly and pick a card ... do not open . Sit in your seat and wait for your colleagues to finish choosing their papers.
(Note: these papers each contain the name of a country in the Mediterranean basin )
When every one is ready you will be asked to sit as groups according in which continent your country lies .
Those will be your working team in this unit so say hello (: and be attention .
Setting the scene
Imagine you are a child living here (Israel) - as this child, you know that you live in a country that borders with the Mediterranean Sea, but you don’t really understand anything about Mediterranean countries. You have heard of the continent called Europe, and Africa ,but as you do not live in this continent you do not really understand it.
There are many children in the world that will have a similar experience. Your Mediterranean mission is to help children in such a place to understand more about the Mediterranean and its special features.
What do you need for your Mediterranean Mission?
You will need an enquiring mind! You and your class are going to journey through a series of lessons and search Journeys about the Mediterranean basin countries, and you must select the most important information to share. Also, you will do a small statistical research into the prevalence of corona disease over each of these countries
You will need access to a computer as you will be sharing your ideas using Padlet, PowerPoint or Windows Media Maker , in addition you will need the computer to design your 3D map using TinkerCad. Your ‘mission leader’ (your teacher) will tell you more about that.
Also you need a very Important thing to finish this mission perfectly and quickly …you need to work in team spirit and the feel with commitment to each member of them .
How will you know your Mediterranean Mission is complete?
Part one : Every team need to create at least twenty slides to share their understanding(there will be a presentation for each team). You will need to include maps with a caption and images, with an explanation about the image chosen. Most of all, you will have included as much geography as possible into your work. This means using key words, descriptions, geographical questions and ideas. In addition your slides have to contain the statistics map of the prevalence of corona disease over each of these countries . After each lesson, your mission leader (your teacher) will give you time to work on your presentation so that you can include something from each of the six lessons. As the mission goes on, you may want to add to or change things that you have written during earlier lessons. Note : you need to keep your team up to date with knowledge you gain sharing the information on your team Padlet and Google docs files so your team and your teacher can see the mission improvement all the time .
This is a geography assessment. However, literacy is an important part of a geographer’s world. Imagine a map with spelling mistakes: it would be a disaster! So, before you complete your mission, check the following literacy questions:
· Is everything written in your own words?
· Do your sentences make sense?
· Have you used interesting and accurate punctuation?
· Have you used actual geographical words where possible?
· Have you spelt words correctly?
· Have you obtained your information from a reliable source?
· The health statistical information obtained was reference by WHO?
Part two : Every team need to create a 3D map design for its continent as one piece in addition ,each student need to design a 3D map for his picked country. After all the team need to gather all the designs trying to create an approximate real puzzle map as they can. As you see, you need to be accurate in the design dimensions so your piece can fit in your team puzzle. So, before you complete your design, check the following questions:
· Do my design fit my team puzzle?
· Did I use the 3DP white ink?
· Did we create a 3D map design for our Mediterranean continent as one piece in addition of our individual designs?
Part three : Each team must link the first requirement with the second requirement. How ???
· your final products in part two must be used in your presentation.
· Ask your self why you use the white ink in the mission and what could I benefit from doing that.
·
Analysis:
· 1. Think of at least 3 new things you learned in this unit.
· 2. Would you need to change your map design to suit those of other teams ? If so, in what way?
· 3. Draw a quick sketch of the changes you would make to your design.
· 4.
Design & Print
What students will be making with 3DP
A 3D map
Instructions for Making:
Make 3D maps from A 2D images.
v Stages of building 3D maps:
1. Bring deaf maps online.
2. Convert deaf maps to 3D images using the SVG tracer application.
3. Import 3D images using the Tinkercad app at 10%.
4. Use the TinkerCAD tools to make the final product.
5. Use the 3D printer to print your product .
Note: for detailed instructions for turning a map image into a 3D model,see the detailed
Instructions in the attached file named:
