Teaching High School Students Innovative Topics Related to Advanced Manufacturing and 3-D Printing

Abstract

Abstract Teaching High-School Students Innovative Topics Related to Advanced Manufacturing and 3D-Printing Abstract: We conducted a summer teaching class about advanced manufacturing and 3D printing (project financed by NISA (National Nuclear Security Administration) & Department of Energy DOE. 3D printing is considered to be one of the most innovative technologies of the current century, with diverse applications in education, engineering, art, and design. With our summer program, our objective is to serve advance manufacturing, as evolving technology and to improve STEM education and prepare the new generation of high-school students (future engineers) by the use of the existing tools. Through the use of programs, such as CREO and Autodesk Inventor, as well as 3D printing concepts, we include both technology and basic traditional STEM knowledge, such as math and science. These tools allow the students to reach their objectives without going through complex mathematics and engineering concepts and methods. This way, these projects will mostly focus on critical thinking and the development of creative solutions to problems. Without deep mathematics knowledge, students were able to conceptualize, customize and prototype their design. The visual nature of these tools (CREO and Inventor) and the 3D printing technology enabled high-school students to grasp the technology and concepts very quickly. The purpose of this paper is to demonstrate the design and implementation of an experiment, from basic parts. In particular, we will discuss how to teach stress analysis to high-school students. In the framework of this project, a methodology has been developed to allow students to use stress analysis tools, perform simulation, and understand the mechanical concepts. This methodology is based on the understanding of the physical phenomena, perform experimentation, and the use of software, such as Autodesk Inventor. Our approach is based on active learning strategies, that emphasis comprehensive understanding, avoiding as possible all the complication of numerical and analytical mathematics needed for such level of study. Collaborations with middle school/high school instructors have been carried out and a methodology has been developed, based on a step by step learning method. At this moment, only two high-school instructors are involved. They enthusiastically help with the process, and at the same time, they are learning with the students, since they never had been exposed to such projects. Their presence was very useful in terms of addressing the appropriate pedagogy, communicating with high-school students, and controlling them in certain circumstances. Their presence is also available for the second explanation, where usually the first explanation from a university faculty is not completely appropriate with their level. Most importantly, the project methodology will be discussed. We discuss the project design program from students’ point of view, and the experience earned in design, integration, and also in written and oral communication skills. The methodology used to evaluate the effectiveness of this design program in terms of learning outcomes is also described. In this paper, we focus only on the second year of the summer camp.