Students are challenged to use computer-aided design (CAD) software to create “complete” 3D-printed molecule models that take into consideration bond angles and lone-pair positioning. To begin, they explore two interactive digital simulations: “build a molecule” and “molecule shapes.” This aids them in comparing and contrasting existing molecular modeling approaches—ball-and-stick, space-filling, and valence shell electron pair repulsion (VSEPR)—so as to understand their benefits and limitations. In order to complete a worksheet that requires them to draw Lewis dot structures, they determine the characteristics and geometries (valence electrons, polar bonds, shape type, bond angles and overall polarity) of 12 molecules. They also use molecular model kits. These explorations and exercises prepare them to design and 3D print their own models to most accurately depict molecules. Pre/Post quizzes, a step-by-step Blender 3D software tutorial handout and a worksheet are provided.

Students learn some of the implications of 3D printing in the biomedical field. Unlike 3D printers used in a classroom or by consumers, which use a plastic filament to produce a product, 3D printing for medical purposes is often with real living cells. In this lesson, students gain an understanding of how 3D printing is changing lives for the better through a presentation and group discussion. In the corresponding activity, they have the opportunity to participate in a hands-on simulation of a real-world 3D printing task.

The Open Source movement revolutionized the way computer systems were developed and how companies made their businesses. Its philosophy requires that all source code should be freely shared, so that as many people as possible can use, change, learn, and improve upon it. In recent years the increasing availability and low costs of electronic components, processors and 3D printers meant that an open model of development has taken root also in the world of hardware, including the development of scientific lab equipment. The implications for research can hardly be overstated: “Open Labware” designs are almost always cheaper than “closed source” ones, allow for distributed development and, critically, customization by the end user, the lab scientist. PLOS welcomes submissions in this field.

This activity is designed to give students an understanding of one aspect of what an engineer does and the ability to experience various steps in the engineering design process as it relates to a 3D printing task. Students transform into engineers as they work in teams to carry out a 3D printing task by using a blunt-tip needle syringe to print a line using a variety of colored liquid materials (shampoo, conditioner, aloe, and hand sanitizer) into a small plastic box filled with a gel base. Approximating the work of engineers, the teams observe the interactions between the printed material and the gel base at intervals of 10 minutes and iterate, or change, the ink base as necessary to achieve a goal. Using the dye to color the ink allows students to determine which material will permeate or diffuse throughout the base more effectively. Teams share their results to compare with their classmates. A real-world application for this investigation would be when engineers conduct research to develop new medicines, the goal is for the medicine to make its way through the body in the most effective way so that the body can heal.

Public policy issues are important to every field of engineering. Yet, most engineering students know little about the topic. For most students, however, an entire course focused on the topic is not necessary. For example, a class on engineering design could incorporate a case study on 3D printing policy.

This course will introduce students to the interrelationship of engineering and public policy, how to conduct neutral policy analysis, and then apply that knowledge in case studies to practice the skills they have learned. The modules takes a flipped classroom/active learning approach by using short videos to educate students, activities to practice the skills taught, and incorporates real-world examples such as hydraulic fracturing, drones, and 3D printing.

Students practice human-centered design by imagining, designing and prototyping a product to improve classroom accessibility for the visually impaired. To begin, they wear low-vision simulation goggles (or blindfolds) and walk with canes to navigate through a classroom in order to experience what it feels like to be visually impaired. Student teams follow the steps of the engineering design process to formulate their ideas, draw them by hand and using free, online Tinkercad software, and then 3D-print (or construct with foam core board and hot glue) a 1:20-scale model of the classroom that includes the product idea and selected furniture items. Teams use a morphological chart and an evaluation matrix to quantitatively compare and evaluate possible design solutions, narrowing their ideas into one final solution to pursue. To conclude, teams make posters that summarize their projects.

Students employ the full engineering design process to research and design prototypes that could be used to solve the loss of sea turtle life during a hurricane. During Hurricane Irma, Florida lost a large proportion of its sea turtle nests. Protecting these nests from natural disasters or even human influence is an essential component of conservation in Florida, since only one hatchling in every thousand survives to adulthood. In this activity, students learn about sea turtle nesting behaviors and environmental impacts of hurricanes. Students work collaboratively to build structures that could protect a single sea turtle nest, or an entire beach, in the event of a hurricane or other similar weather disaster. Then, students present their solutions to concerned stakeholders. As an optional extension, students can build prototypes using 3D printers or 3D pens.

Students research simple machines and other mechanisms as they learn about and make Rube Goldberg machines. Working in teams, students design and build their own Rube Goldberg devices with 10 separate steps, including at least six simple machines. In addition to the use of readily available classroom craft supplies, 3D printers may be used (if available) to design and print one or more device mechanisms. Students love this open-ended, team-building project with great potential for creativity and humor.