By Joan Horvath
This ebook indicates mom and dad and lecturers how one can use the versions inside of as beginning issues for 3D printable explorations. scholars can commence with those types and fluctuate them for his or her personal explorations. in contrast to different units of versions that may simply be scaled, those types have the technology integrated to permit for extra perception into the basic concepts.
- Create (and current the technological know-how in the back of) 3D revealed models.
- Use a 3D printer to create these types as easily as possible.
- Discover new technology insights from designing 3D models.
Parents and teachers
Read Online or Download 3D Printed Science Projects: Ideas for Your Classroom, Science Fair, or Home PDF
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Extra resources for 3D Printed Science Projects: Ideas for Your Classroom, Science Fair, or Home
31 Chapter 2 ■ Light and Other Waves However, playing with these models to build some intuiton can motivate learning about some of the precursor material or lead to science-fair or extra-credit projects. org) you will get a lot of hits. org/4-ps4-1-waves-and-theirapplications-technologies-information-transfer If you are developing curriculum based on these standards, we encourage you to search around and see if you can invent new 3D-printable models that build on the ones in his chapter. As with Chapter 1, we hope this chapter is a starter set that will give you ideas for your own projects.
29 Chapter 2 ■ Light and Other Waves THINKING ABOUT THESE MODELS: LEARNING LIKE A MAKER When we started working on this chapter, we found ourselves asking a lot of fundamental questions about what we were trying to represent, and which models would give the most insight. One of the challenges here was that waves normally propagate in space and time, so in some ways a 3D model has the same issues as a 2D video simulation. You have three dimensions, but either it has to be a snapshot in time or one of the spatial axes needs to represent something other than the third dimension.
989 × 1030 kg for the mass of the Sun. Figure 3-4. Halley’s Comet orbit model. Dots (partially buried in the model wall since the eccentricity is so extreme) are foci, height is instantaneous orbital velocity. The Sun is at the focus at the base of the high-velocity part of the orbit 42 Chapter 3 ■ Gravity You wind up with the velocity of Halley’s Comet at periapsis (closest point to the Sun) of about 55 km/s. This is remarkably close to the real value (usually quoted, just as we did, as “about 55 km/s”).