By installing the latest 3-D printing technology in its Design and Technology (DT) laboratory, department head Bryan Schalch has brought alive the students’ interest in design and engineering.
The Objet30 desk-top 3-D printer from OPS Ltd, Foston, Derbyshire
(www.ops-uk.com), turns ideas created on a computer screen into multi-coloured 3-D models that can be passed around and discussed — and presented as an important part of GCSE and A-Level course work. Mr Schalch says: “Over the last 12 months, the Objet 3-D printer has proved to be such a powerful tool that it has become a ‘game changer’ for us, by bringing aspects of engineering design and manufacture to life. Moreover, we have had great feedback from universities — such as Loughborough — that have taken our students to study various aspects of engineering. They tell us that what our students have learned in DT, including the use of the 3-D printer, has enabled them to ‘hit the ground running’ in their first year of studies.”
Indeed, taking on-board the enthusiasm of its 15- and 16-year-old students to 3-D modelling, Warwick School is now planning to offer local schools access to its facility — including the Objet machine — in the hope of expanding interest in engineering (the only proviso is that the visiting schools help with meeting the cost of materials used). “More has to be done to increase the awareness of engineering and manufacturing, and we would like to see DT play a more significant role as a core part of the curriculum at Warwick.” He says word of the printer’s installation quickly spread and one ‘Old Boy’ of the school, who recently set up a design consultancy after leaving Loughborough University, offered to give master classes to the students in exchange for access to the Objet printer. “This has furthered their appreciation of the technology, as they are also now benefitting from input from the ‘raw end’ of business experience.” Warwick School is an independent school for boys aged between 7 and 18. It has some 1,200 day pupils, plus some international pupils (for whom there are boarding facilities).
Headmaster Edward Halse understands the importance of practical subjects and continues to be very supportive of DT and the on-going development of the school’s high-tech facilities.The school also has excellent metal-working and wood-working workshops where — alongside the basics of oxy-acetylene welding and blacksmithing — turning, milling, casting and moulding techniques are taught by a highly skilled former tool maker. In the lower school (Years 7 and 8), all 130 boys make use of the DT workshops and laboratory facilities, spending a term in each area. They have the option to carry on with the subject in Year 9, and such is the level of interest this year that around 100 pupils have chosen to do so. At least 80 students are taking DT at GCSE level, while 32 sixth-form students are taking the subject for A-Level. Mr Schalch says: “With this level of interest, it is important to invest in the type of equipment that is being used in professional and industrial circles, which is where the Objet 3-D printer plays such an important role.” The school has a site licence for 33 seats of SolidWorks CAD, of which 16 are in the DT lab.
Importance of engineering
Justification for the investment fell on Mr Schalch, who saw the potential for building pupil interest, opening up new avenues of creativity and extending the awareness of the importance of engineering. He says the process entailed much more than just placing an order and waiting for delivery; he was able to work very closely with OPS, which guided the DT department step by step through the various machines and helped Mr Schalch select the one that best met the school’s needs. The company also helped him with the proposal and presentation (to the headmaster) in order to gain funding.
The self-contained Objet30 3-D printer has two jetting heads and a build tray size of 300 × 200 × 150mm. With a build resolution of 600dpi in X and Y and 900dpi in Z, it can create a net accuracy within 0.1mm. The machine produces smooth, clean and highly detailed 3-D parts in various colours and a range of materials, including a white polypropylene-like material. The level of on-going support and training from OPS has enabled this ‘ideas machine’ to be fully used for conceptual work; this was a key factor in the purchase decision. “We simply e-mail any questions or model data to OPS, and the support team will respond very quickly, which means there is no loss of motivation with the students.”
Moreover, the machine is not simply a feature for the school’s Open Days; it is well used, and pupils even come into the DT lab during lunchtime — and after school hours. So far, the longest model build time has been 36hr; and the boys are now into model concepts that could not realistically be created using other methods. The special projects completed so far include a 16-year-old GCSE student’s sculptured 3-D roof and associated parts for a scale model of an Olympic stadium. On the same theme, an Olympic aftershave bottle (with display and packaging) was also created as part of GCSE course work. Meanwhile, one A-Level student calculated the aerodynamics of a sail-boat’s ribs to give maximum performance and then built the ribs on the Objet machine; another created a futuristic version of a red walk-in telephone box.