![use sketchup 17 to draw wheel chair ramp 2d use sketchup 17 to draw wheel chair ramp 2d](https://i.ytimg.com/vi/qc1Irnd6ft4/mqdefault.jpg)
- #USE SKETCHUP 17 TO DRAW WHEEL CHAIR RAMP 2D SOFTWARE#
- #USE SKETCHUP 17 TO DRAW WHEEL CHAIR RAMP 2D PROFESSIONAL#
This process can be used to clearly connect what students do with a 3D design to authentic real-world activities and careers.
#USE SKETCHUP 17 TO DRAW WHEEL CHAIR RAMP 2D SOFTWARE#
This design process is readily accessible to students in the middle grades using software such as Tinkercad (by Autodesk). This iterative process continues until the part or product meets all design criteria. The part or product is then redesigned, printed, and tested again as needed. This physical version is tested against design criteria to determine if it is fit for the purpose.
#USE SKETCHUP 17 TO DRAW WHEEL CHAIR RAMP 2D PROFESSIONAL#
This enables them to design virtual 3D versions of parts or products with professional computer software (e.g., Autodesk) and then make a physical version of that part or product using a 3D printer.
![use sketchup 17 to draw wheel chair ramp 2d use sketchup 17 to draw wheel chair ramp 2d](https://daveosborne.com/dave/projects/images/wheel-chair-ramp.gif)
Practicing engineers and designers use 3D printing as a rapid prototyping tool ( Sass & Oxman, 2006).
![use sketchup 17 to draw wheel chair ramp 2d use sketchup 17 to draw wheel chair ramp 2d](https://paintingvalley.com/drawings/wheelchair-ramp-drawings-15.jpg)
We believe that there is a significant opportunity to get much more from 3D fabrication in schools. However, the integration of mathematics or science standards into these activities is often very limited. Many of these projects focus on using stock images from libraries such as Thingiverse and Tinkercad to produce parts that students then use to engage in creative tinkering ( Buhler et al., 2015 Magloire & Aly, 2013). This approach is evident in a number of reports on using 3D printers with students in the middle grades ( Brown & Burge, 2014 Buhler, Gonzalez, Bennett, & Winick, 2015 Starrett, Doman, Garrison, & Sleigh, 2015). The STEAM approach is sometimes advocated as a means of introducing creativity and overcoming student beliefs that STEM (Science, Technology, Engineering, and Mathematics) is uninteresting and difficult ( Magloire & Aly, 2013). A number of practitioners and researchers propose 3D printing as part of STEAM (Science, Technology, Engineering, Arts, and Mathematics) ( Magloire & Aly, 2013). A relationship to the maker movement, tinkering, and promotion of entrepreneurship is often discussed ( Ladeji-Osias et al., 2016). Researchers and practitioners cite potential benefits such as career awareness, technology skill development, experiential learning, and opportunities for creativity. There is currently significant interest in fabricating 3D structures in middle schools using 3D printing ( Ladeji-Osias et al., 2016).