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LULZBOT MINI 2 NORTH AMERICA
LulzBot
Prototype Puzzles & Games
2023-06-29 | By Lulzbot
License: See Original Project 3D Printer
Courtesy of Lulzbot
Guide by Lulzbot
Description
Despite the challenge, remorse, and frustration, humankind strives to partake in puzzles and games whenever we can. Nearly everyone has played a game or solved a puzzle of some kind, whether it be a strategy, mechanical, logic, or skill. In this challenge, students will not only experiment with and play different puzzle and games, but also design and fabricate their own!
Introduction
Lesson Overview:
Through this lesson, we will consider the many different forms of puzzles and games as we choose and design our own unique prototype solutions! Students will consider why we enjoy playing games, despite the challenges and frustration that often accompanies loss or failure when playing them.
Utilizing an engineering design process, students will research, brainstorm, design, and fabricate a unique puzzles and games that they can share and play. Students’ prototypes will be uniquely designed and planned while also abiding to constraints within the specifications of the design challenge. By using real-world design skills, techniques, and software, students will utilize 3D printers fabricate their puzzle and or game prototype solutions. Students will then have the opportunity to share and collaborate with their peers as they create their prototypes and test them in the real-world!
Through the design process and our investigations, we will consider what makes a puzzle or a game fun and engaging. By making real world connections, students will then consider what we can do as designers to create games that people would want to play, or even purchase, if this was our profession.
Various 3D printed puzzle and game prototype examples and a Lulzbot Mini 2 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 design a puzzle, game, or character that challenges users through a real-world problem-solving experience
- Students will connect personal experience and passions to create a puzzle or game of their own that reflects existing solutions with a unique and original application
- 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:
- Markers, paint, and poster paper
- Marbles, BBs, or other form of ball
- Clear sheet stock such as transparency film or acrylic
- Click here for sample models shown throughout this lesson
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 as cardboard, popsicle sticks, or hot glue to combine with 3D printed parts
- For younger students, providing a starter 3D model or template for them to begin with and modify to aid in learning CAD and setting important dimensions (see our puzzle piece template or small character)
- Students could design a various assortment of games from puzzles to marble mazes, or even board games with unique cards and characters - with any of these challenges, choose constraints to foster creativity and cater to the available resources within your instructional space
Considerations:
Based upon the age of your students, introduce the concepts of product design, explanatory writing, and rapid prototyping techniques using terms and concepts familiar to their prior experiences and needs.
When working with younger students, connecting a design challenge to familiar concepts such as a story or novel may further integrate this lesson into existing class projects. Challenging students to make a board game that ties to a story, or a unique character for an existing game, may allow students to be more successful as well as better understand overarching concepts and ideas based on 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 offered by ITEEA.
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
Essential Questions:
- Why do humans enjoy playing games?
- What makes a “good” puzzle or game?
- How can we design a game, pieces, and instructions to be successful for a wide range of users?
- How can we use technology to design a solution to a real-world problem?
3D printed Tic Tac Toe Board with marbles and storage compartment
Printed on a Lulzbot Mini 2
Identify the Problem
Types of Puzzles and Games
There are numerous categories for puzzles and games that span from mechanical puzzles, such as the classic Rubik’s Cube, or board games such that turn from playful strategy games into living room battlefields. For the Prototype Puzzles & Games challenge, students may consider any form of puzzle or game as they design and create their own real-world prototype solution!
As we consider these various styles, we must also consider what makes a game “good” or effective? We’ve all experienced games that were too frustrating or difficult to persevere, and we’ve also experience games that were so easy we only played them once. As a game designer, students must consider how a game can be designed to entice users to want to play it time and time again. These conversations tie into the real-world topics of product design and marketing as professional puzzle and game designers consider these factors in order to create a product that has successful sales and builds a strong user base.
We must also consider how users will interact with the game. What information must be provided for a user to be successful, yet what remains as a mystery remains so that strategy and problem solving are still needed? Consider a jig saw puzzle that shows the end result, or answer key, on the cover of the box. This offers the information needed to understand the game yet doesn’t provide too much so it becomes boring or too little of a challenge. Imagine if the puzzle pieces were also numbered to tell you exactly where they went....wouldn’t that be boring?
Other considerations touch upon the concept of skill rather than strategy or probability. When designing a game, a level of skill could be required, say in a marble maze that tasks players to delicately maneuver a marble through a series of obstacles. Likewise, a game of paper football also challenges users to employ precision and skill as they launch their ball towards the goal posts.
Through these factors and considerations, our students will begin to experience what it is like to be a real-world professional designer as they create their prototype solutions!
Identify the Problem
Humans enjoy entertainment as well as a challenge. Through this desire, we can create puzzles and games that are both entertaining and fulfilling for the user while offering revenue and success for the producer. In this design challenge, our students will be challenged to create a puzzle or game of their own design!
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, or even a specific style set by a client’s desires. For our design challenge, you must abide to the following:
- Your puzzle / game must be uniquely designed that can be inspired from existing solutions, but does not copy any other design
- In addition to creating the game itself, you must also create clear instructions on how to play it
- Your puzzle / game must have at least 3 parts
- You have 1 day to brainstorm, 3 days to build, and 1 day to test & evaluate
Resources:
Offer examples of existing puzzles and games to relate to student prior experiences.
Objectives:
- Students will identify similarities and differences between a variety of existing puzzles and games
- Students will consider what makes a game “good” or effective
- Students will consider what information a user may need to be successful, but how too much information may take away from the game
- Students will identify the difference between strategy and skill when playing a puzzle or game
Teacher Instructions:
Encourage open discussion as students explore the various aspects of puzzles and games. There is no wrong answer!
Consider having a strategy game and skill game on display for students to experience during this discussion. While we’ve all played games, understanding what makes them fun or enticing from a design perspective may be challenging for students to consider initially.
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.
Example 3-piece mechanical knot puzzle
Printed on a Lulzbot TAZ SideKick 747
Brainstorming our 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.
3D printed BB Maze assembled using transparency film and glue
Printed on a Lulzbot Mini 2
Brainstorming OUR Solutions
As we work to think of different ways to solve this problem, there are a few things we can consider assisting in our design. The first is learning from existing storage solutions. Take time to research existing puzzles or games that are similar to the one you plan to design. Remember, your design must be unique to your chosen product, but may be inspired from existing designs. In your search, consider the similarities and differences between existing solutions as you consider what aspects will make your solution unique, but as successful as an existing product.
After researching existing puzzles and games similar to the one you plan to create, begin to brainstorm different ways you could construct your own puzzle / game under the specifications and constraints of the challenge. When creating a board game or character, it is also important you consider the theme or story behind the game. In this, consider what challenges you want your user to experience as they play your game. Will they be on a quest? Are they trying to save another character from a treacherous end? Or perhaps just trying to make their way through everyday life. No matter the chosen theme, your game and all of its pieces must be designed to foster excitement and engage its users!
Thumbnail sketches are a great way to think of many ideas quickly without getting caught up on the details. Once you’ve completed the 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 board game that they can start from as they design their own. See the “Modifications” and “Considerations” section of the lesson introduction for more examples on how to modify this design challenge.
Resources:
Objectives:
- Students will be able to identify various different types of puzzles & games
- Students will apply research and brainstorming techniques to develop multiple solutions
- Students may consider writing a story or character development as they create their game
- Students will use technical drawing skills to plan and share their ideas with others
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 puzzle and game models in CAD software, we will be able to send them to a 3D printer 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.)
A sphere is placed into a Maze 3D model that is has the same dimensions as the actual BB to be used in the
finished prototype to ensure it will fit during the design stages using the Tinkercad modeling program
Developing our 3D Models
Now that we’ve brainstormed our prototype puzzle and game 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.
For mechanical puzzles that have pieces which slot or fit together, as well as puzzles or games that have moving or rolling parts such as a marble or BB maze, we must consider dimensions and tolerances in our designs. In CAD software, students can enter accurate dimensions, or measurements, as they create their designs. This is important when making a maze that needs to allow for a BB to roll through, or a compartment to store marbles inside of a tic tac toe board. We wouldn’t want the BB to get stuck just before reaching the finish!
In addition to having accurate dimensions, we must also create tolerances within our designs. Tolerances are added to the measurements you take to allow for some “wiggle room” between our parts and components. For example, if you wanted a 1” x 1” piece to fit within a puzzle, we should not make the slot exactly 1” x 1”. Instead, we would make the slot a little bigger to accommodate for shrinking during the printing process and ensure the piece will fit in with ease. In general, adding 1/16” to dimensions acts as a 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. Encourage patience and offertutorials or techniques to support learners. Working with a USB mouse often makes CAD easier to use.
Testing tolerances and fit between three puzzle pieces through an assembly in the advanced OnShape CAD program
Printing!
Once students have completed their designs, it’s time to download and prepare them to use Cura. 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 if you need your prototypes to be flexible or exceptionally strong, consider looking into other materials that may better suit your needs. When printing your student’s models, we must also optimize our print settings to fit the needs of our models.
- High Speed has a default layer height of 0.38mm and works best to create models that do not require lots of detail quickly
- Standard has a default layer height of 0.25mm and is the best compromise between speed and detail for parts that need to fit together at a faster speed
- High Detail has a default layer height of 0.18mm and is best for printing detailed and delicate models slowly
For the puzzle and game models, you may be printing parts that have to fit together or that are small and high detail. In these instances, we recommend using the Standard or High Detail print settings to provide the best dimensional accuracy. Additionally, if you students have any overhangs, you should use support material. Support material is automatically drawn by Cura to fill any gaps or structural flaws. After the model is printed, supports can be carefully removed by peeling it off of the model. You may also want to consider bed adhesion settings when printing smaller models or a model with little surface area contacting the bed. Skirt is the default setting in Cura Lulzbot Edition which works well for most instances but choosing Brim will print a removable perimeter around a smaller model that may offer better bed adhesion and print quality for delicate prints.
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, or installing BBs, or gluing other additional materials such as transparency film to our parts that have been 3D printed. Time will vary based on how many materials and resources students have to build with.
In addition to constructing an engaging and functional puzzle or game, students are also being challenged to create instructions for their games that will support players. In this real-world exercise, student will need to write explanatory text that guides users through the steps, rules, and goals of their game which can be a challenge. Remind students to think through the eyes of their customers who may not understand the intentions of the designer at first glance. Instructions must be clear and understandable, but not take away from the excitement or challenge of the game. To develop instructions, students may consider writing them, drawing illustrations or pictures, creating a video, or a combination of techniques based upon time and available resources.
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.
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.
Four small board game pieces prepared using the High Detail setting with a Brim enabled for higher quality results
Printed on a Lulzbot Mini 2
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 marbles, transparency film, cardboard, hot glue, and other general resources for students to enhance their games 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.
Test and Evaluate
It’s Game 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. For this challenge, we recommend creating a “game day” that not only allows students to play their own games, but the games of their peers!
Have student’s setup their game with their instructions around the classroom. Without offering further explanation or assistance, challenge students to travel between the games and try to play them based upon the provided instructions and resources offered by the student designer.
During this stage, students should record their thoughts of each game in order to provide constructive feedback to the designer as we engage in this real-world exercise. Offer examples of constructive feedback, as well as things to consider prior to beginning so students know what to look for as well as what the expectations are. Consider giving each student a stack of post its that allows them to write notes as they travel from game to game. This post can be given to each creator at the end of the activity to allow them to reflect upon them.
Resources:
Planning document, notebook, or Post It notes 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 both their own puzzles and games, as well as the solutions created by their peers 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.
An example board game crafted from non-3D printed materials combined with 3D printed game pieces
Printed on a Lulzbot Mini 2
Constructive Feedback & Reflection
After the real-world testing stages have concluded, have students collect the constructive feedback from their peers to compare to their own experiences when playing the puzzle/game. Challenge students to consider the following questions:
- Did users find your game engaging and or challenging?
- Did users find your instructions clear?
- Did the parts of your game fit together and or function as intended?
- What were some common things users experienced that you did not?
- Consider the other games you played, what similarities or differences exist between the developed prototypes?
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 games.
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 puzzles and games available. Each student found their own unique way to solve this problem!
Resources:
Planning document or notebook to record results.
Objectives:
Students will apply the engineering design process as they evaluate their prototypes in a real-world setting.
Teacher Instructions:
Create connections between the constructed prototype solutions and storage solutions out in the real-world. Encourage students to think critically as to how their prototypes compare to professional designs.
An example 5-piece mechanical puzzle
Printed on a Lulzbot TAZ SideKick 747
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 puzzle / game solution, as well as the constructive feedback provided by your peers. What worked well? What could be improved? Create a sketch of an improved puzzle / game 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. Include why you have chosen these changes and how you think they will improve your design.
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 other solutions 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.
An example vector image puzzle and frame
Printed on a Lulzbot TAZ SideKick 747
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