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LulzBot
Prototypes For Our Pets
2023-04-27 | By Lulzbot
License: See Original Project 3D Printer 3D Printing
Courtesy of Lulzbot
Guide by Lulzbot
Description
While pets come in all shapes, sizes, and species, one thing is for sure, they are part of the family! As the pet industry has never been stronger, the demand for toys, accessories, and care products are in huge demand. Through this lesson, students will think like a designer as they create prototype products and solutions for our pets in this real-world challenge!
Introduction
Lesson Overview:
Through this lesson, we will dive into the multi-billion-dollar industry that consists of caring for our pets! Whether it be leashes, collars, and tags, food, and feeders, or even a nice new bed, the pet industry is a huge market with a lot of diversity in its products and solutions.
Utilizing an engineering design process, students will research, brainstorm, design, and fabricate their own prototype solution within a variety of specifications and constraints through a real-world design challenge! With all kinds of pets to consider that range from dogs to lizards, students will be able to create a prototype solution unique to their own passions, interests, and life at home.
This lesson will challenge students to think critically as they identify productions and solutions they interact with every day from the eyes of the creator, rather than the consumer. Through the activities of this lesson, students will learn how modern rapid-prototyping machinery, such as 3D printers, can be used to create not only a hugely relevant product, but a usable one for their own pets and furry family friends!
Various 3D printed prototype products, toys, and solution examples for pets of all shapes and sizes with a LulzBot TAZ SideKick 747 3D printer
Utilizing an Engineering Design Process:
An Engineering Design Process, or design loop, is a method used by scientists, designers, and engineers to develop solutions to our everyday problems. Through a design loop, students will develop skills in problem solving as they brainstorm solutions and work to create a prototype through hands-on activities.
Design loops come in many shapes and sizes, but none are ever truly ending. The “last” step of any design loop is redesign, or reflection, where we look at what we’ve learned in our developed prototype to improve upon its design. Not being afraid of failure is a powerful concept that leads to greater success and implementation of problem solving.
Lesson Objectives:
- Students will connect personal interests and passions as they design a solution for their own pet, or a pet they are interested in
- Students will consider existing solutions as they design their own unique product which reflects solutions from the industry market
- Students will design a real-world product or solution under the specifications and constraints of the design challenge
- Students will utilize an engineering design process to develop their own solutions to a real-world problem
- Students will utilize computer aided design (CAD) software to create a 3D model that can be produced on a 3D printer
- Students will understand how 3D printers work and how they are used in an industrial setting
- Students will be able to safely apply prototyping techniques to construct designed solutions to real-world problems
Materials:
This is a list of materials each student will need to complete this lesson:
- Pencils, rulers, drawing paper
- Computer or tablet with Internet access
- Computer Aided Design (CAD) software
- 3D Printer and Filament
- Assorted non-3D printed materials to include in prototyping such as glue, string, bells, wooden dowels, or tennis balls
- Click here for sample models shown throughout this lesson
Essential Questions:
- Why is the pet industry so large?
- What products do our pets need, and what products do owners tend to want?
- What must designers consider as they create products for pets?
- What variety exists between products for the same species of pet? What about different species?
- How can we use technology to design a solution to a real-world problem?
Modifications:
In addition to this lesson plan, see our One Page Brief [PDF] that can be used to guide students through the lesson. Additional examples as to how this lesson could be modified are:
- Additional tools and materials to construct prototypes such string or glue to combine with 3D printed parts
- For younger students, providing a starter 3D model or template to begin with and modify to aid in learning CAD and setting important dimensions (see our LulzTag template)
- Students could design a various assortment of pet products, choose constraints to foster creativity and cater to the available resources within your instructional space
- Even if a student does not have a pet of their own, perhaps they could create a prototype solution for a family member’s pet, a pet within the classroom, or even a pet they wish they had from fictional stories
Considerations:
Based upon the age of your students, introduce the concepts of product design, consumerism, the pet industry, drafting, and rapid prototyping techniques using terms and concepts familiar to their prior experiences and needs.
Proper safety procedures should be introduced to students when working in any makerspace or lab environment. When students are around machines such as 3D printers, or using tools to cut or glue materials, students must be informed of potential hazards and taught how to use these resources safely. For reference, see the safety resources by ITEEA.
In addition to discussing student safety, we must also consider the safety of our pets. All prototypes must be designed to ensure pets are not being introduced to harmful materials, choking hazards, or things that negatively impact their living environment. Promote extensive research in material selection and product design as prototype solutions are created.
Assessments:
Opportunities for formative assessments will take place through observations and discussions between students as they interact with the content in this lesson. For summative assessment, we recommend utilizing a rubric to assess how a student was able to apply the engineering design process to solve an open-ended problem. Example Rubric - PDF
Prototype 3D printed dog tag made with a LulzBot Mini 2 and ABS filament
Identify the Problem
Real-World Connections
It is an indisputable fact that the pet industry is a big one. We have stores, there are countless websites, numerous vets, and hospitals in every state, as well as tons and tons of variety in the products and services offered for our pets. In total, the global pet market is worth around $180 billion!
Prototype slow feeding bowl undergoing testing and evaluation! Printed on a LulzBot TAZ SideKick 747 with PLA
2020 saw an increase in pet ownership, an increase in spending on food and products for our pets, and an increase in related markets such as pet sitting, dog walking, and grooming as well. Through all of this, it is projected that the USA will spend over $100 billion on their pets in 2022! Through this increase in demand, designers are pushing to release new and exciting products now more than ever before!
Resources:
- Offer examples of products and markets surrounding the pet industry
Objectives:
- Students will identify similarities and differences between a product created for pets
- Students will consider why pet owners buy all of the different things they do - Students will consider the different needs for different pets
- Students will consider what decisions and choices are made when designing products for pets
Teacher Instructions:
Encourage open discussion as students share their own personal connections and experiences within the pet industry. Use this time to discuss and share the vast variety in pets, as well as the things we buy or spend money on to support them.
The variety in pet products is vast, as is the types of pets we own. From dogs and cats to hamsters or guinea pigs, even fish, turtles, lizards, snakes, spiders, and more, we find all sorts of love and passion in our pets of all shapes and sizes. With this variety, the types of products we buy our pets vary. This might be a tag that is similar for our cat or dog, or a perch that is unique for our bird. We buy all types of toys too, some that our pets use without us like a chew toy, while others we use to interact with our pet, like a laser pointer for a cat.
This variety in products available offers tons of creative freedom for designers as there are not only many choices and needs, but also different interests among pet owners. It is more and more common that products are being designed uniquely for our pets and households to fit certain needs and aesthetic interests among pet owners, as well as to offer a special home for our furry friends. There is much money and market value available in the pet product industry.
Identify the Problem
With such a huge variety in the pets we own, there is even more variety in the types of things we buy for them. This is a challenge for designers to create things that are both safe and supportive for pets, while also of interest and unique enough to promote pet owners to want to buy them. Through this design challenge, you are in the position of a real-world designer as you create unique prototypes for our own pets!
Specifications and constraints play an important role in a design challenge as they define the limitations and standards that our solution must achieve. In a real-world setting, designers may have constraints that include time, a budget, material choice, or even a specific style set by a client’s desires. For our design challenge, you must abide to the following as you create a prototype solution for your pet:
- Your prototype solution must be safe for your pet to interact with or use
- Your solution can be inspired by industry examples, but must be unique in its design
- Your solution must be usable and specific to your pet’s needs and species
- Your 3D model build volume may not exceed 36 in3
- You have 1 day to brainstorm, 3 days to build, and 1 day to test & evaluate
Objectives:
Students will be able to identify the role specifications and constraints play in a real-world design challenge.
Teacher Instructions:
There is no one answer to any solution, nor is there one specific set of constraints for any design challenge. See examples for how to adapt and modify the specifications and constraints of this design challenge under the “Modifications” and “Considerations” section of the lesson introduction.
Brainstorm Possible Solutions
Why Solutions and Not Solution?
The second step of our Engineering Design Process is “Brainstorm Possible Solutions.” A key part of this step is solutions being plural, meaning more than one. Why do designers and engineers think of more than one way to solve a problem?
Teacher Instructions:
Adapt key phrases, concepts, and terms to best fit your students’ needs. Main idea is there is NEVER any one solution to a problem. If possible, provide an example that relates to your students’ lives, like all of their different shoes, or phones, or video game consoles. Emphasize the importance of variety and why we must, as designers, think of as many ideas as possible.
Objectives:
Students will obtain a greater understanding of how the engineering design processed is used to solve real-world problems.
Brainstorming Our Solutions
As we work to think of different ways to solve this problem, there are a few things we can consider to assist in our design. The first is learning from existing products and solutions for our pets. Take time to research existing toys, feeders, accessories, storage solutions, or things that are similar to the one you plan to design. Remember, your prototype must be unique its design or function, but may be inspired from existing pet products and solutions. In your search, consider the similarities and differences between existing solutions as you consider what design features you will include in your prototype.
After researching existing products and solutions similar to the one you plan to create, begin to brainstorm different ways you could construct your own prototype under the specifications and constraints of the challenge. Remember, there is huge variety in the types of pets we own, from fish to birds, or even crabs and lizards. You have the same freedom and variety in your designed prototype solution! As you consider your design, also consider the resources you have available to you in creating your solution. Additional materials, or material constraints can both limit what’s possible, as well as guide you in creating a viable solution under real-world constraints and challenges.
Thumbnail sketches are a great way to think of many ideas quickly without getting caught up on the details. Once you’ve completed an assortment of rough ideas and thumbnail sketches, narrow your choices down as you create your final design. For your final sketch, create a clear design that is neat and labeled. Consider drawing your design from multiple views (front, top, side, or isometric) to better portray your ideas.
Teacher Instructions:
Emphasize coming up with as many ideas as possible as students will tend to want to go with their first idea. Also reiterate the real-world specifications and constraints of the design challenge and ensure students are factoring them into their designed solution. The detail in technical drawings can be modified based on age and prior skill of students, as can resources provided to students in order to support the brainstorming stage. For younger students, consider providing templates for a tag or toy that they can start from as they sketch and design their own. See the “Modifications” and “Considerations” section of the lesson introduction for more examples on how to modify this design challenge to cater to available resources.
Resources:
- Design Challenge Brief Document [PDF]
- Thumbnail Sketching Document [PDF]
- Technical Drawing Paper [PDF]
Objectives:
- Students will be able to identify various types of products and solutions for pets
- Students will apply research and brainstorming techniques to develop multiple solutions
- Students may consider a variety of types of solutions from toys, to living habitats, or accessories
- Students will use drafting and technical drawing skills to plan and share their ideas with others
A 3D printed underwater reef designed to resemble a LulzBot Mini 2 printer
Printed on a LulzBot TAZ Workhorse using the HS tool head and PETg filament
Develop a Prototype
What is 3D Printing?
Step 3 of the engineering design process is all about constructing our prototype solution! In this step, we are going to get hands-on with software and machinery to create our final designs.
One of the key prototyping machines used by today’s professional designers, engineers, and scientists is a 3D printer. There are a lot of different types of 3D printers out there, but all 3D printers create physical objects you can touch, and hold based on a 3D design or digital model. Some 3D printers melt rolls of plastic into the model, while others use light to harden a liquid resin. There are even 3D printers that can print concrete, metal, or living cell tissue!
Lulzbot 3D printers use the fused deposition modeling process (FDM) that feeds and melts spools of plastic through a nozzle, kind of like glue traveling through a hot glue gun. The plastic is fed, or extruded, layer by layer to create the model designed in computer aided design (CAD) software. Once we design our pet prototype models in CAD software, we will be able to send them to 3D printers to be manufactured!
Objectives:
- Students will be able to identify how 3D printers work, and how to use them safely
Teacher Instructions:
Introducing and over viewing the resources available for prototyping before beginning construction is key. Make sure your students know what resources are available, as well as how to use them safely. Introduce any additional resources available for prototyping during this step (see Modifications in lesson introduction.)
Developing Our 3D Models
Now that we’ve brainstormed our prototype pet product designs, it is time to begin to fabricate them! But before we can 3D print our parts; we need a 3D design. To create this, we will use computer aided design software, or CAD. There’s plenty of great free CAD programs out there, we recommend Tinkercad, FreeCAD, Fusion360, or OnShape for students.
A small cat toy prototype solution being manufactured using a LulzBot Mini 2 3D Printer with PLA filament
There are a few things we need to consider in creating our designs in order to ensure that they are both functional and also safe for our pets to use. Avoid any sharp edges or corners in your design, as well as small pieces that could break off during use.
When creating a multi-part design that has to fit together, or a model that fits with a non-3D printed part, we must consider dimensions and tolerances in our design. Dimensions are accurate measurements that we take to make sure our design is the right size. This is important when we want to make something like a wheel for our hamster to ensure our hamster can use it comfortably! A great way to determine dimensions is use existing solutions as a starting point to get a sense of scale when you create your designs.
Designing tunnels and toys for a hamster cage in the Tinkercad 3D modeling application
Tolerances act as “wiggle room” in our design as 3D printed material tends to shrink during the production process. This is important when creating things that have to fit together or hold something like treats or a tennis ball after production. In general, adding 1/16” to our dimensions acts a good general tolerance when working with PLA. Note, model shrinking and required tolerances can vary based on filament, printer, printing conditions, and print orientation.
Resources:
- Computer or Tablet
- USB Mouse (Recommended)
- CAD Software & Guiding Tutorials
Objectives:
Students will utilize CAD Software to create a 3D model of their designed solutions
Teacher Instructions:
Students may better understand the purpose of CAD after being initially introduced to rapid prototyping production machinery. For beginners, experimentation is key when learning the basics of CAD software. For younger students, considering offering a template or starter file to assist in beginning their design as they learn the basics of CAD (see Modifications in lesson introduction.)
Encourage patience and offer tutorials or techniques to support learners. Working with a USB mouse often makes CAD easier to use.
Develop a Prototype
Printing!
Once students have completed their designs, it’s time to download and prepare them to use Cura LulzBot Edition. Cura is not a CAD program in that it allows you to design your models. Instead, Cura “slices” models’ layer by layer to create a program file, or Gcode file, for the 3D printer to read. This Gcode file is a set of directions that the 3D printer follows as it prints your model.
In general, we recommend PLA filament for most classroom uses as it’s a safe plastic to print in schools and prints easily in nearly any setting. PLA works well for most applications, but you may also want to consider a variety of materials to support the needs of our prototypes for our pets. TPU or TPE filament can be used create flexible rubber models, while most PETg filaments are durable, food safe, or could be used in an aquarium. Before choosing your filament, research the needs of your product and solution to ensure the best filament is selected for the job. Fortunately, LulzBot 3D printers are able to print countless types of rigid and flexible filaments right out the box!
In addition to choosing the type of filament, we also must choose our printing detail, or layer height. The smaller the layer height, the smoother and higher detail our models will be. In general, printing at the high speed or standard detail setting will allow for student designs to be printed quickly and at an effective quality for medium to large size models. For smaller prototype designs, like tags, consider using a higher detail setting to produce a better part at a higher resolution.
You may also want to consider support material and bed adhesion settings if your students’ designs have overhangs or little surface area contact in their designs. Support material is automatically drawn by Cura to fill any gaps or structural flaws to ensure our prints do not cave in or fail during production. Supports can be removed after production, but this can be difficult in tight spaces and sometimes leave a rough surface. Skirt is the default bed adhesion setting in Cura which works well for most instances but choosing Brim will print a removable perimeter around the models that may offer better bed adhesion and print quality for delicate prints. Like supports, a brim can be removed after production.
Objectives:
Students will understand how 3D models designed in CAD are prepared and sent to 3D printers for manufacturing.
Teacher Instructions:
Depending on your student age group and classroom resources, the teacher may need to slice the models for the students. Ensure proper settings are chosen for selected filament and model quality. Reference LulzBot guides and tutorials for assistance.
Preparing a sample handle and attachments for a universal toy prototype in the Cura LulzBot Edition application
Constructing Our Prototypes
In the final part of this stage in the engineering design process, we must construct our prototypes after all parts have been 3D printed. Depending on available resources and the specifications and constraints of the challenge, this step may involve assembling 3D printed parts together, connecting 3D printed parts to non-3D printed ones like string or bells, or sanding any rough edges on our models to ensure a smooth and safe surface for our pets. Time will vary based on how many materials and resources students have to build with.
Remember, proper safety procedures should be introduced to students when working in any makerspace or lab environment. When students are around machines such as 3D printers, or using tools to cut or glue materials, students must be informed of potential hazards and taught how to use these resources safely. For reference, see the safety resources offered by ITEEA.
Resources:
Materials and tools for prototype construction.
Objectives:
Students will use available resources and apply proper safety techniques to construct their prototype solutions.
Teacher Instructions:
Available resources and additional materials will vary based upon the specifications and constraints of the design challenge. Consider offering wooden dowels, string, bells, glue, and other general resources for students to combine with their prototype solutions in an open-ended design challenge. For more examples, see the “Modifications” and “Considerations” sections in the lesson introduction.
Safety is key. Ensure all students have been trained to use any available tools or resources and organize your room to ensure these resources can be monitored accordingly.
3D printed parts are assembled and combined with non-3D printed materials to create an ergonomically designed prototype cat toy
Test and Evaluate
Play Time!
In this stage of the design process, it is time to get hands-on with our designed prototype solutions in order to determine their effectiveness and success!
Depending on the type of product or solution created, testing and evaluation steps may vary from student to student. Additionally, much of the testing stages may take place outside of the classroom as students test their solutions with their pets at home. Prior to entering these stages, complete safety checks to ensure all solutions are safe to use, as well as establish testing procedures to not only ensure the safety of our pets, but also to determine methods for establishing effectiveness of prototype solutions.
“Octoy” prototype made by combining 3D printed parts with non-3D printed materials undergoing its testing and evaluation stages! Printed on a LB Mini 2
During this stage, students should record the successes and failures of their prototype solution in order to obtain understandings of how well their prototypes perform. As this may be outside of the classroom, also establish methods for recording data and results that can be shared in a later step.
Resources:
Planning document, notebook, or cameras to record findings and discoveries during testing stages of the design process.
Objectives:
Students will apply the engineering design process as they test the performance of their prototype solutions in a real-world setting.
Teacher Instructions:
Challenge students to think critically as they compare their designed solutions to the identified problem at hand, as well as existing solutions. Remind students that these are PROTOTYPES, not finished models and that failure or room for improvement is expected and GOOD when designing solutions to real-world problems.
Prototype baggy holder originally created for the “Smart Storage Solutions” LulzLesson entering its field test through this real-world design challenge! Printed on a LulzBot Mini 2 using PLA
Collaborate and Share What We’ve Learned
After the real-world testing stages have concluded, have students develop a presentation to share their experiences and results with their peers. Some questions to consider may be:
- What design / solution did you create? What existing solutions inspired your choice and design?
- Did your prototype perform as intended? How did you pet interact with it?
- What were some challenges you faced when creating and testing your solution?
- What areas could be improved with your design in its effectiveness or functionality?
Homemade dog biscuits created using a custom 3D printed cutter.
Printed on a LulzBot Mini 2 using PLA
These guiding questions may allow for students to consider the successes of their designed solutions as well as areas that can be improved upon in a more meaningful manner. Consider offering opportunities for open class discussion as students reflect upon the things, they liked about each other’s prototype solutions.
Emphasize that there is no one way to solve any problem, as we discovered in the early stages of this lesson when looking at the different types of existing products available. Each student found their own unique way to solve this problem!
Resources:
- Planning document or notebook with results
- Computer or tablet with internet access
- Presentation software
Objectives:
Students will compile data and experiences gained through testing and evaluation stages as their share their results with their peers.
Teacher Instructions:
Challenge students to think critically as they analyze the results from the testing stages of the process. Offer opportunities for students to share what they have learned, as well as collaborate with their peers through offering feedback.
Redesign
No design is perfect, nor is it ever truly finished. As new technology is developed, improvements like cost, speed, performance, or aesthetics can always be made. When considering redesign, we must look at both the successes and failures of our prototypes. A failed design does not mean we failed; it means we have room to improve upon for the next prototype solution.
Consider findings from testing and evaluating your pet prototype solution, as well the feedback obtained through sharing your solution with your family and peers. What worked well? What could be improved? Create a sketch of an improved prototype design with changes you would make to allow your prototype to better meet the evaluation criteria and solve our real-world problem. Your sketch should be neat and label the changes you are making to improve your solution’s performance.
Teacher Instructions:
Stress the importance of failure in design and engineering. No one enjoys failing, or not doing well, but the redesign step is a chance to reflect on both the good and bad of our designed solutions. Additionally, we can use observations made from existing solutions and collaborating with our peers as we create a proposed redesign with everything we’ve learned.
Drawn and written redesign activities both work well with varying learning styles, we recommend a combination of the two. If time permits, students may use CAD to make a 3D model of their redesigned solution or even attempt to create a new solution entirely.
Resources:
- Planning document or Drawing Paper [PDF]
Objectives:
Students will utilize the engineering design process to reflect and improve upon their designs as they create a proposed redesigned solution.
Sample toy handle with a ball throwing and string loop attachments for versatile functions and uses, as well as the “Octoy” prototype sample cat toy with a LulzBot TAZ SideKick 747 3D printer
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