Middle School Students Learn 3D Printing and Design

By Carissa Krautscheid

For many years, STEM programs were reserved for college or high school students. But now in the Diocese of Tucson, Catholic elementary and middle schools are expanding their science and computer courses to be more comprehensive STEM programs as well. 
 
Kelly Francis is a mother of a bright young fifth grader at St. Elizabeth Ann Seton School in Oro Valley. Last year during the height of COVID-19, her son brought his 3D printer to school to present on how use a Computer Aided Design tool, TinkerCAD, to design and 3D print cross pendants, now worn by all his classmates. 
 
But the average ten-year-old does not have access to a 3D printer in general, let alone as a personal device. The Francis family came to have one because of Kelly’s engineering work at Cummings Aerospace, a Native American woman-owned small business. Kelly’s employer sent a 3D printer for Kelly’s son to try out, and she couldn’t have been more pleased when the boy shared the technology with his school. 


 
“His classmates, teachers, and administrators were very impressed! I shared the story with my boss,” said Kelly, “and she offered to donate five 3D printers to the school if I could get the technology integrated into the school curriculum. My initial thought was to have the technology teacher integrate TinkerCAD  into the curriculum. But you know how sometimes God has a different plan for us? Well, this was one of those times. When I talked with the principal, Mrs. Dixon, her solution was for me to teach the class as a junior high elective.” 
 
Kelly spent the entire summer learning TinkerCAD and 3D printing, as well as developing a new curriculum. Students in her elective course are currently learning the engineering design process, practical and diverse applications of 3D printing, how to use TinkerCAD software, and use and safety of 3D printers. Students will complete a total of eight projects during the semester. 
 
“The course is going very well! It’s amazing what the students have learned. They don’t just start by printing something; they have to code it first. I can see the excitement on the kids’ faces when they 3D print. I can tell they’re having a great time!” 

 
 
Not all of the students have an interest in pursuing engineering as a career. This has not hindered Kelly's ability to inspire students to appreciate the skills they’re learning in this course. Kelly encourages them that 3D printing has many applications in fields such as architecture, medicine, or even the culinary arts. 
 
Kelly seeks opportunities to collaborate with community organizations. Her class is currently working with the Mini Time Machine Museum of Miniatures on an exhibit about passive solar houses. Students have designed homes using passive solar strategies, first using cardstock models. These ideas were presented to a panel of adult professionals, who provided feedback – another valuable learning experience. Students then put their edited designs into TinkerCAD and 3D printed their passive solar houses. The models were placed outside in the sun with thermometers inside to collect data on the efficacy of their passive solar designs. This unit has many valuable applications beyond the knowledge of TinkerCAD and 3D printers. Passive solar architecture is extremely important in lowering energy consumption, which reduces carbon emissions. Passive solar buildings are especially practical in our desert home. 


 
Kelly’s class recently went on a field trip to the University of Arizona where her students sat in on a college-level systems engineering course, toured the advanced manufacturing lab, and had lunch with College of Engineering Dean, David Hahn. 

 
 
Kelly also collaborates with other teachers at SEAS to bring 3D modeling and/or 3D printing into their curriculum.  
 
“I partnered with the SEAS science teacher to produce a 3D model of neurons. I spoke with the class about the importance of having access to 3D models for studying topics like neurons, when you can’t actually gain access to a real neuron.” 
 


Now that she has a curriculum established, Kelly has a vision for expanding her one semester elective course into afterschool clubs and ultimately courses in all of the Diocesan elementary schools. Kelly’s employer encourages her by saying she would also love all students to have access to this technology. 
 
“Increasing STEM before high school is crucial for retaining students in the Catholic schools,” Kelly said. 
 
Community support of this vision would be extremely beneficial to the many Catholic students interested in learning more of this growing area. Donations of 3D printers (average cost is $300) and volunteer teachers are needed to launch elective courses in the Catholic elementary schools. Contact Kelly Francis to get involved: [email protected]. 
 
A year ago, Kelly had no intention of teaching this technology part time at SEAS. “God has a plan,” she said. “He puts us in the right place at the right time. It’s been such a blessing, and my favorite part of the week!”