{"id":334,"date":"2019-05-15T16:00:00","date_gmt":"2019-05-15T21:00:00","guid":{"rendered":"http:\/\/all-geo.org\/chris_rowan\/?p=334"},"modified":"2020-01-09T10:38:55","modified_gmt":"2020-01-09T15:38:55","slug":"adventures-in-3d-printing","status":"publish","type":"post","link":"https:\/\/all-geo.org\/chris_rowan\/2019\/05\/adventures-in-3d-printing\/","title":{"rendered":"Adventures in 3D printing"},"content":{"rendered":"\n

Over the past few months I have been experimenting with possible educational uses of 3D printing1<\/a><\/sup>, in two main areas:<\/p>\n\n\n\n

Terrain models<\/h3>\n\n\n\n

The online\u00a0TouchTerrain<\/a>\u00a0tool makes it easy to generate .STL files of bits of the Earth’s surface, which can then be easily loaded into a slicing tool that turns it into instructions for the 3D printer.<\/p>\n\n\n\n

I have a number of ideas for creating comparative models<\/em>, to give students a tangible idea of the relative scale of different geological features and events. For example, you can directly show how as the size of an eruption on the Volcanic Explosivity Index scale increases, so does the size of the crater\/caldera produced:<\/p>\n\n\n\n

\"3D
From left to right: Mt St Helens (VEI 5); Pinatubo (VEI 6); Tambora (VEI 7). Each model is ~5cm square.<\/figcaption><\/figure>\n\n\n\n

I’m also investigating how terrain models might be used on field trips. On my Tectonics field trip across the Appalachians, I printed multiple copies of a terrain map that covered the whole region we were traversing. At each stop, we could locate ourselves and discuss how what we were seeing fit into the broader landscape, and see directly how, for example, the Blue Ridge differed from the Valley and Ridge. Feedback was very positive – one good indicator being that the students were very<\/em> reluctant to hand the models back!<\/p>\n\n\n\n

\"\"
A terrain map of the Applachians in the vicinity of West Virginia and Virginia. North is up. The Blue Ridge is the most rightward prominent ridge. <\/figcaption><\/figure>\n\n\n\n

Custom parts for lab and field equipment<\/h3>\n\n\n\n

The latest modifications to my sandbox model have been a series of 3D printed brackets to support and hold the side walls as the base plate moves underneath, and to mechanically link the base plate to a turning screw so that movements are smaller and more easily controlled.<\/p>\n\n\n\n

\"Picture
An empty sandbox model with several 3D printed parts visible – basically, anything that looks like black plastic is a custom 3D-printed part.<\/figcaption><\/figure>\n\n\n\n

When it comes to in-house production of precision and custom parts, 3D printing is a great improvement on my skills with a drill and saw. Plus, you can quickly iterate a part until it looks – and works – as envisaged. <\/p>\n\n\n\n

Challenges<\/h3>\n\n\n\n

So far I’m pretty positive about the potential uses of 3D printing in both my teaching and research, but there are some caveats people thinking of pursuing similar projects should be aware of.<\/p>\n\n\n\n