Factory @ Home: The Emerging Economy of Personal Fabrication
One of a Series of Occasional Papers in Science and Technology Policy
Hod Lipson and Melba Kurman
Occasional Papers in Science and Technology Policy provides a forum for invited authors to share research and offer thoughts on issues in this field. The Science and Technology Policy Institute developed the series at the request of the Office of Science and Technology Policy, part of the Executive Office of the President. A Federally Funded Research and Development Center (FFRDC) chartered by Congress in 1991, the Science and Technology Policy Institute provides objective analyses on topics of interest to the Office of Science and Technology Policy and other Federal Government agencies, offices, and councils. The Institute is operated by the Institute for Defense Analyses, and its work for the Office of Science and Technology Policy is funded by the National Science Foundation. All papers published in this series reflect the views, opinions, and findings of the authors and do not represent the official positions of the Science and Technology Policy Institute, the Office of Science and Technology Policy, the National Science Foundation, the Institute for Defense Analyses, or any institutions with which the authors are affiliated.
̷ THEEMERGINGECONOMYOFPERSONALMANUFACTURING OVERVIEWANDRECOMMENDATIONS AreportcommissionedbytheUSOfficeofScienceandTechnologyPolicy
ʹͲͳͲ HODLIPSON,CornellUniversity MELBAKURMAN,TripleHelixinnovation (FileversionPersonalFab46.docx)
A BOUTTHE A UTHORS
HodLipson
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A CKNOWLEDGEMENTS Ǥ ǡ
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T ABLEOF C ONTENTS ExecutiveSummary....................................................................................................................................3 Introductiontopersonalmanufacturing...........................................................................................9 WhatispersonalǦscalemanufacturing?...........................................................................................................................10 Themarket.....................................................................................................................................................................................25 Makers,designersandaggregators....................................................................................................................................21
Reachingthetippingpoint...................................................................................................................30 Gettingpersonal:smaller,cheaper,easierandmorefun........................................................................................35 Thebestofmassandartisanproduction.........................................................................................................................38
Theemerginglongtailofmanufacturing........................................................................................46 Ecosystemsofsmallmanufacturers...................................................................................................................................52 Longtailnichemarkets............................................................................................................................................................54 Economicemergenceofunderservedcommunities....................................................................................................54 Consumerledproductdesign................................................................................................................................................55 Masscustomizationandcrowdsourcing..........................................................................................................................56 Lessmarketresearch,moreprototypingtoolkits.........................................................................................................57 Scaleupfromone........................................................................................................................................................................59 EcoǦconscious,subsistenceǦlevelandspaceexploration...........................................................................................60 Opensourcehardware..............................................................................................................................................................60
PersonalmanufacturinginSTEMeducation..................................................................................62 Fabricationasaneducationalmedium............................................................................................................................63 Personalfabricationasaconstructionistfoundation................................................................................................65 Harnessingtheeducationalpotentialofpersonalfabrication..............................................................................72
Barriersandchallenges:Whatstandsinourway?....................................................................76 The“chickenandtheegg”paradox....................................................................................................................................76 Consumersafetyandqualitycontrol.................................................................................................................................76 HardwareǦrelatedchallenges................................................................................................................................................77 Hardwareandsoftwarestandards.....................................................................................................................................78 Versioncontrol.............................................................................................................................................................................79 IPissues...........................................................................................................................................................................................79 Educationchallenges.................................................................................................................................................................81 Businessmodelchallenges......................................................................................................................................................82
Recommendationsforgovernmentinvestment...........................................................................84 STEMeducation...........................................................................................................................................................................84 Communityoutreach.................................................................................................................................................................87 Technicalstandards...................................................................................................................................................................88 Grants&funding.........................................................................................................................................................................89 IPpolicies........................................................................................................................................................................................90 Regulatory......................................................................................................................................................................................93 Taxcredits......................................................................................................................................................................................94
Furtherexplorationandresearch.......................................................................................................................................96
Conclusion..................................................................................................................................................98 Bibliography............................................................................................................................................100
I NTRODUCTIONTOPERSONAL MANUFACTURING ǡ
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D ESKTOP 3D PRINTERS ͵
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Robots printing robots Assembling electrical and mechanical parts is a costly and error-prone step in the process of making electronic devices. The Fab@Home team at Cornell is pursuing the holy grail of personal fabrication, the ability to manufacture, on a single 3D printer machine in a single “print job,” an object that contains a battery, actuators, sensors, and a physical “body.” In other words
… a robot. Today’s 3D printers are already capable of combining and manufacturing previously incompatible materials, namely simple electrical components and mechanical parts, called electro mechanical devices. Your cell phone or laptop (or Roomba) is made of electrical and mechanical parts that were manufactured on separate, specialized machines and assembled afterwards by yet another machine, or human factory workers. To the lay person, printing an electro mechanical device on the same machine, at the same time, may not sound that revolutionary. However, when future 3D printers are able to manufacture very sophisticated devices that contain fully formed electronic circuitry, batteries, sensors inside some sort of mechanical “body,” we will witness the production of fully formed robots that will not require further assembly. The ability of a 3D printer to print all of a robot’s vital parts in one fell swoop, directly from raw materials, would not only save time and effort on assembly. Printing previously incompatible materials into a single object would allow scientists and designers to explore new and more efficient structures for robotic devices. Perhaps someday the first 3D printed robot will be “born” from a printer, fully complete, with a full functioning electrical “brain” inside of its physical “body.” If you consider a 3D printer, plus an electronic blueprint to be a form of robot, (it’s a bit of a stretch but who says robots have to be built like humans or R2D2?), then a 3D printer that manufactures a complete robot would qualify as “a robot printing robots.” Imagine an assembly line of computer-guided, 3D printers giving “birth” to baby robots that crawl out of the printer and wander off to a nearby nursery where they learn to use their arms and legs according to instructions already hard-wired into their electronic circuitry.
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A foundation on university technologies Today’s lowest cost 3D printers have their roots in university research projects. The two leading consumer-level 3D printer platforms originated from university research labs at Bath University in England, and Cornell University in the United States. The University of Bath’s 3D printer is called RepRap and Cornell’s is called Fab@Home. Perhaps because of their university origins, the machine blueprints for both RepRap and Fab@Home are freely available to anyone who wants to build their own machine, or to
improve upon the existing designs. Not only do Cornell and the University of Bath openly publish their machine design blueprints, they permit commercial companies to develop and sell their own versions based off of the designs of the original university machines. In contrast, commercial-scale 3D printers are developed commercially and their product designs are proprietary and not shared publicly.
RepRap (short for Replicating Rapid-prototyper). Bath University in England Dr. Adrian Bowyer and his graduate student, Ed Sells, created RepRap in 2004 with the goal of making a low cost 3D printer, but also one that could print its own parts. Darwin, an open-source 3D printer, was made available in 2007. Today a number of commercial kit makers sell versions of the RepRap, including Ponoko in New Zealand, Bits From Bytes (UK), MakerBot (U.S.) and Shapercube (Germany). MakerBot sells their entry level Cupcake machine for about $9506. In 2009, Bowyer and team introduced the secondgeneration RepRap machine, Mendel.
Fab@Home. Cornell University in Ithaca, NY, USA. Fab@Home is an open source 3D printing platform that was developed at Cornell University. In 2006, graduate student Evan Malone and Professor Hod Lipson created the Fab@Home personal 3D printer. Fab@Home was designed to be versatile and works with almost any material that can be extruded through a plastic syringe and nozzle. Though more expensive than other entry level 3D printers, Fab@Home can produce objects from a wide range of materials such as silicon, wiring, even food and has a variety of digital manufacturing tools for extruding, cutting, milling and assembling various materials7. The parts for Fab@Home, as well as complete machines are sold online by a variety of vendors and hobbyists. The cost of an unassembled machine kit is about $1,600.
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Justasthedemocratizationofinformationthroughpersonalcomputerswasakey advanceofthe20thcentury,thedemocratizationofproductionthrough improvementsinfabricationtechnologieswillbeapivotaldevelopmentinthe21st century.” –SimonBradshaw,AdrianBowyerandPatrickHaufe ǯ
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Ǥ Regional/local/homeproduction–lessshipping.Ǧ
Ǥ Noinventory–productionondemand.
Ǣǡ
Ǥ Productlifetimesaving.
ǡ
Ǥ ǡ
̷Ƭ͵ʹ
ǡ
ǡ
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ǣ x
Reliabilityandqualityassurance.Ǧ
ǡ
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x
Liabilitychallenges.
Ǧ
ǡǯ
“Akeytotheeffectiveness isa[personal ǣ fabricationlab]isthatstudentsdon'tneedto ǡ imagineoutcomes.Whentheycanseeandfeel ǡ themwiththeirowneyesandhands,theirability
ǡ
Ǥ toanalyzeandunderstandisrapidly Noversioncontrol. accelerated.Couplethiswithfeedbackfrom
experiencedmentors,andyouhavean ǡǯ unsurpassedlearningmodel."
Ǥ WillOber,Sr.InstructionalDesigner,K12,Inc Commentingonthevalueof3DprintersasaSTEM
instructionaltool.
Ǥ Consumerprotection.
ǡ
Ǥ Intellectualpropertychallenges.
Ǥ ǡ
Ǧǯ
ǫǡǡ
ǡ ǫ Noformalstandards.
ǡ
Ǥ Nokillerapp.Dz
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ǡǤ Notyetcheapenough.Ǧ
̈́ʹͲͲͲǡǤ
x
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Primitive.
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ǤǦǦȋ Ȍǡ ǡ.
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ǡ
ǡͶ̵ͺ̵ǡ
ǡ͵Ǧ Ǥ
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ǡ ǤǦǦǦ
ǤǤ
ǣ ǡ ǡ “RecentdevelopmentsinproducingaffordableandhobbyistǦfriendlyprintersthatcan reproducethreeǦdimensionalratherthanjustflatobjectsmaymeanthatprintinga toastǦrackoracombbecomesaseasyasprintingabirthdaycard.” –SimonBradshaw,AdrianBowyerandPatrickHaufe
Dzdz
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Converging forces that are “personalizing” manufacturing technologies Personalfabricators
IndustrialǦscalemanufacturing machines
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Dzǡdz
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ThesenewartisansrepresentthemassiveinnovationpotentialofatechǦsavvy publicthatcantapintoportable,digitaldesignsandtheaccuracyofcomputerǦ controlledfabricationsystemstoovercomethelackofstandardizationthat handicappedcottageindustriesofold.” –EvanMalone,NextFabOrganizationandFab@HomecoǦfounder
̷Ƭ͵ͺ
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Twocrucialelementscombinedtofostertherapid
expansionofindustrialization:anarmyoffreshly
mintedentrepreneursandastunningarrayofnew
ǡǡ technologiesthatliterallychangedthefaceof
Ǧ
America.
ǡ
–MauryKleininTheGenesisofIndustrialAmerica,1870
ǡ –1920. Ǥ
Ǧǡ
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ʹͶǡǤ
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Comparing the U.S. 19th century industrial revolution to today’s personal manufacturing industrial “evolution”
Industrialrevolution
ǡǡ
ǡ
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ǡ
ǡǡ
Ǧ
ǡǡ
Ǧ
Personalmanufacturing “evolution” ǡǡ
ǡ
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ͳͻ
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Ǧǡ
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ǡ
Ǥ ǡ ǡǡ "So,alotisgoingtodependonpeopleworkingin100,000 ormoregarages,probablywithlittlefundingorsupport... We'relookingspecificallyfortechnologiesthatcanbe
ǡ sharedandreplicatedaroundtheworld.We'relookingfor projectsthatmakearealdifferenceandcanhelpuscreate Ǥ orcopewiththenecessarychanges.Ourgoalistofind
ǡ someofthoseindustrious,ingeniousMakersatworkin Ǧ
garageseverywhere." –DaleDougherty,publisherofMakeMagazine ǡ
ǦǦ
Ǥ ʹͲǡ
ǡ Ǧ
ǡǡǦǦǦ ǡ
ǯ
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ͳͲͲ Ǥ
ǤͳͲͲ ǡǦ
̷ƬͶͳ
Ǧ
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ǡ
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ȋȌǤ
ͳͲͲǡȋ
Ȍǡ
ǡǡǡ
Ǥ ȋ
Ȍ ǯ
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ͳͲͲ Ǥ Ǥ ͳͲͲ Ǥ ǡ
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ǤͳͲͲ
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ͳͲͲ Ǥ
̷ƬͶʹ
Ǥǡ
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Ǧǡ
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ǡ Ǧ
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ǡ ǤǤǦ
ͳͲͲǤ
ǡ –JeffreyLipton,CornellUniversity
Ǥ ǡ
ǤǤ
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ʹͲͲͲǡ͵ǤʹȂǤǤ
Ȃ
ǡ
ǤͳͶ
ǡ
ǡ
ǤǤ
Ǥ
“Theindustrialrevolutionfundamentallytransformedthe social,economicandpoliticallandscapes,bytransformingthe natureofproduction,laborandwealth.Thedigitalrevolution restructuredhumaninteraction,innovationandopportunities. PersonalManufacturingwillleveragethepowerbehindboth revolutionstofundamentallyrestructuretheeconomic, politicalandsocialstructuresoftheworld”
Ǥǡǡ
Ǥ ̵
ͳͺͲ̵
ǡͳͻΨ ̵
ʹͲͲǡ̈́ʹǤǤͳͷ ǡ
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ͷ
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“Aswiththeearliercaseofdesktoppublishing,this ǡ
Ǧ democratizationofinnovationwillcertainlynot
ǡ
leadtothedemiseofprofessionalindustrialdesign ǡ
andmanufacturing,butitwillopenupthespaceof
materialfabricationandcustomizationtothe
Ǥ masses”
ǡ GlenBull,
CurrySchoolofEducation,Univ.ofVA
Ǧǡ
Ǥ
Gizmodo ǡ
Dzdz
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ǦǦȋ Ȍǡǡ
DzdzǤͳ
ǡ Ǧ
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ʹͲͲͻΨ ʹͲͳͶǡͺΨǤ17
Ǧǡ
Ǥǡ
Ǧ Ǥǡǡ
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ǡ ǡǤǡ
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̷ƬͶͷ
T HEEMERGINGLONGTAILOFMANUFACTURING “Transformativechangehappenswhenindustriesdemocratize,whenthey’rerippedfrom thesoledomainofcompanies,governments,andotherinstitutionsandhandedoverto regularfolks.TheInternetdemocratizedpublishing,broadcasting,andcommunications, andtheconsequencewasamassiveincreaseintherangeofbothparticipationand participantsineverythingdigital—thelongtailofbits.Nowthesameishappeningto manufacturing—thelongtailofthings.” ǦǦChrisAnderson,TheLongTail
Ǧǡ
ǡ
ǡ
Ǥ
WiredMagazine ǡTheLongTail:WhytheFutureofBusinessisSellingLessof More.ͳͺǡ “Thetermhasgainedpopularityinrecenttimesasaretailingconceptdescribingthe nichestrategyofsellingalargenumberofuniqueitemsinrelativelysmallquantities– usuallyinadditiontosellingfewerpopularitemsinlargequantities.Thedistribution andinventorycostsofbusinessessuccessfullyapplyingthisstrategyallowthemto realizesignificantprofitoutofsellingsmallvolumesofhardǦtoǦfinditemstomany customersinsteadofonlysellinglargevolumesofareducednumberofpopularitems. Thetotalsalesofthislargenumberof"nonǦhititems"iscalledtheLongTail.”19
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ǡ Thepowerofamanufacturingfacilitycontained withinasmallaffordabledeviceisanexcitingprospect ǡ
forindustrialdesign.Itchangestheverynatureof productdevelopmentasitisdonetoday.”
–JasonA.Morris,professoratWesternWashington University
Ǥ Ǥ
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Shapeways Shapeways is an aggregator, a web-based clearinghouse where mostly unknown designers sell software designs of unusual and outrageous product. Shapeways sells product designs via a number of online storefronts and 3D blueprint designs for consumers. Consumers browse professionally designed blueprints for custom jewelry, household goods, toys and miniatures. When consumers purchase a design, much like buying a book online, Shapeways takes care of the manufacturing and shipping of the resulting product. Shapeway’s business model rests on the assumption that customers are tired of mass produced products and if given the opportunity, will buy custom-designed products that are made especially for them. Shapeway’s manufacturing facility and distribution center are housed in an industrial park about an hour outside of Amsterdam. Their personal-scale factory is the size of a school gym. Several manufacturing machines toil day and night, painstakingly fabricating custom objects from electronic blueprints which are sorted and placed bins where they’re boxed and shipped to customers. The company employs a few dozen staff members, about half high-skill technicians, software designers and engineers and the other half who post-process the prints and pack items to ship. Shapeways plans to set up relationships with manufacturing companies all over the world so when customers order a design, it can be printed near where they live to save on shipping costs. Image courtesy Shapeways Inc.
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Ecosystemsofsmallmanufacturers:
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Longtailnichemarkets:
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ǡǡǤ
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Economicemergenceofunderservedcommunities:
ǡ
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ConsumerǦledproductdesign:
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ȌǤ
͵ ̈́ͻͷͲǤ Ǥ
Scaleupfromone:
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Masscustomizationandcrowdsourcing:
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EcoǦconsciousandsubsistenceǦlevelmanufacturing(includingspace exploration):C
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Lessmarketresearch,moretoolkits:ǡ
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Opensourcehardware:
ȋ Ȍ
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“Therealendoftherainbowisthecreativedisruptionofthemanufacturingvalue chain.Insteadofdrivingtothehardwarestoretogetareplacementpart,youwillgoto amanufacturer’swebsiteandpayasmallfeetodownloadthatobject.” –CathyLewis,CEOofDeskTopFactory a3Dprintingselleroneventuallyenteringthehomeusermarket
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Ȍǡ
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ǡ “Manufacturers
…areincreasinglyshifting
awayfromproductdesignandfocusingon Ǥ producingproductdesignsfirstdevelopedand Ǧ
ǡ testedbyuserinnovationcommunities.” ǡ
Ǧ
ǡ
–EricVonHippelinDemocratizingInnovation
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“Companieshaveabandonedtheirefforts
ǯ tounderstandexactlywhatproductstheir
ǯ
Ǥ customerswantandhaveinstead, equippedthemwithtoolstodesignand
developtheirownproducts,rangingfrom minormodificationstomajornew innovations.”
–StefanThomkeandEricvonHippel,
ǡ HarvardBusinessReview
ǤǦ
Ǥ
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ǡǤ
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Machinesthatcancreatesparepartsand ǯǡ usefulproductsinaspacecraftoraplanetary
surfaceareintegraltosustainingalongǦterm Ǧ presenceinspace.”
Ǥ –NASA,inTechnologyFrontiers:Breakthrough ͵ TechnologiesforSpaceExploration
Ǥ Ǧ
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͵Ȍ Ǥ ǡ
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ǡDzdzȂ –HalVarian,Dayofthenumbercruncher
Ǧ
Ǥ
ǡ
“Backintheearlydaysoftheweb,every documenthadatthebottom“Copyright1997.Do notdistribute.”Noweverydocumenthasatthe bottom“Copyright2007.Clickheretosendto yourfriend”.Sothereisalreadyabigrevolution inhowweviewintellectualproperty.”
̷ƬͲ
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̷Ƭͳ
P ERSONALMANUFACTURINGIN STEM EDUCATION “Studentswilllaunchrockets,constructminiaturewindmills,andgettheirhandsdirty. They’llhavethechancetobuildandcreate—andmaybedestroyjustalittlebit—tosee thepromiseofbeingthemakersofthings,andnotjusttheconsumersofthings.” –PresidentObama,November2009 inaspeechtolaunchtheEducatetoInnovatecampaignandNationalLabDay ǡ
ǤǤ
ǡ
Ǥ
ǡ ǯ
ȋȌ
ǡ
ǡ ȋȌ
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Ǥʹͻ
ǡ ͳ͵ ͳͺ
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ʹͺǤ Ǥ ͶͳʹǤ
̷Ƭʹ
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ǤǤǤǤ͵Ͳ
ǤǤǡ
ǦͳʹǤǡ
ǡǡ
ȗ
ȗǡȗǤȗ
Ǧ
Ǥ
ǯ
ǡDzdz
Ǥǡ
Ǧ
ǡ
ǡ
ǡ
Ǥ Youngstudentstypicallyhavenothadtheopportunity toseetheirconceptsmakethetripfrombeginning
conceptualideatoafinalphysicalform,componentsof
theengineeringdesignprocess.Theadventofpersonal fabricationcanallowstudentsthisopportunityforthe ǡ firsttime,facilitatingtheincorporationof“children’s
engineering”intoKǦ12education.
–GlenBull,ProfessorofEducation,UniversityofVirginia Ǥ
Ǥ
PreparestudentsformoreadvancedSTEMconceptsbyteachingbasic, handsǦonskillsǤ
Ǥ
ǡ
Ǥ
Preparestudentstosolveproblemsindependently.
ǡ
ǡ ǦǤ
ǡ
̷Ƭ͵
Ǥ
Preparestudentsfordeeperunderstanding.
ǡ
ǡ
ǯǡ
Ǥ
Ǥ
Inspirecreativityindesigningandproblemsolving.
Ǧ
Ǥǡ
ǯ
ǡ ǡ
Ǥ
Inspirestudentstoseethevalueofscienceandengineeringintheirown lives.ǡ
ǡ
ǡ
Ǥ
Inspireaplayfulanditerativeapproachto problemsolving.
͵ Ǥ ͵ ȋ ͳͲͲͲ ȌǤ ǡ
Ǥ ǡ Ǧǡ
ǡǡ
ǡǦ
Ǥ
InspireSTEMstudentandteachersto transcendlowǦlevelfactualrecallinfavorof constructionistlearning.
Ǧ
ǡ ǡ
Ǥ
Ǥ
ǡǦ ǡ
Ǥ ǡ Ǥ
̷ƬͶ
InspireecoǦfriendlythinking.
Ǧ
Ǥ
ǡǡ ǡ
Ǧ
ǡ
ǡ
Ǥ
Inspireteacherstocreateengagingandcreativeteachingaids.
Ǥ
ǡ
Ǧ
Ǥ
InspireteacherstoenjoySTEMeducation.
ǡ
Ǥ
ǡ
Ǥǡ
Ǥ
Ǣ
ǡ
Ǥ
“InaveryrealsensepostǦdigitalliteracynowincludes3Dmachiningandmicrocontroller programming.I'veevenbeentakingmytwins,now6,intouseMIT'sworkshops;theytalk aboutgoingtoMITtomakethingstheythinkofratherthangoingtoatoystoretobuywhat someoneelsehasdesigned.” –NeilGershenfeldonpersonalfabrication
Ǥ
ǡ
ǡǡ
ǡ
Ǥ ǡ
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Fab@School laboratory Glen Bull from the Curry School of Education at the University of Virginia is developing a pilot program to develop a K-12 STEM curriculum based on Fab@home’s 3D printing technologies. Glen Bull will head the project which was funded by a grant from the MacArthur Digital Media and Learning Competition. Hod Lipson from Cornell University will provide the technical expertise on the Fab@home 3D printers. The Fab@School laboratory will introduce students to the excitement and power of digital fabrication to learn engineering and other STEM skills by designing and making their own solutions and products. The Fab@School laboratory aims to make digital fabrication practical and scalable in elementary and middle school classrooms. Fab@School will encourage students to experiment, design, and create with an emergent technology that has implications for the workforce of the future. The Fab@School laboratory will adapt the open-source 3D printer, Fab@Home (http://fabathome.org), developed by Lipson and students at Cornell and modify it for school use. The infrastructure that Bull and Lipson aim to develop will include 3D printing hardware, design software and design blueprints of educational materials, an accompanying STEM curriculum, and an online collaborative space where students can interact with one another. As curriculum materials develop, Bull and colleagues will align material with school standards. Activity will take place under the umbrella of a lab called “The Children’s Engineering Institute” managed by Bull. University of Virginia education students will develop a STEM teaching curriculum based on 3D printers as a teaching tool for a pilot group of elementary classrooms. To make learnings from the Fab@School laboratory available to the rest of the world, an online fabrication library will be sponsored by a non-profit educational association (www.aace.org/site) to support a growing global partnership of STEM teachers and students which includes the US, United Kingdom, China, India, and Indonesia.
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Fab Labs It would be impossible to describe the past and future of personal manufacturing technologies without mentioning the pioneering work of Neal Gershenfeld at MIT’s Center for Bits and Atoms. Gershenfeld is the vision behind the creation of Fab Labs, personal fabrication centers around the world that provide people in low-income neighborhoods and developing countries with personal fabrication machines that were once only available to industrial manufacturers. There are now 40 Fab Labs in almost every continent including Afghanistan, Kenya, Norway, Peru and the United States. Fab Labs typically have some kind of combination of personal fabrication technologies such as laser cutters, 3D printers, circuit makers. Fab Labs share core capabilities, so that people and projects can be shared across them. This currently includes: - A computer-controlled lasercutter, for press-fit assembly of 3D structures from 2D parts - A larger (4'x8') numerically-controlled milling machine, for making furniture- (and house-) sized parts - A signcutter, to produce printing masks, flexible circuits, and antennas - A precision (micron resolution) milling machine to make three-dimensional molds and surfacemount circuit boards - Programming tools for low-cost high-speed embedded processors In Fab Labs, local users download electronic blueprints or design their own objects to fabricate complex and everyday objects they need in their daily lives. In India, school children fabricated timing devices to improve the performance of diesel engines and sensing devices to test for spoiled milk. In Norway, reindeer herders manufactured special tracking devices to attach to reindeer collars that would make them easier to locate after the long winter. Projects being developed and produced in fab labs include solar and wind-powered turbines, thin-client computers and wireless data networks, analytical instrumentation for agriculture and healthcare, custom housing, and rapid-prototyping of rapid-prototyping machines. In the future, Gershenfeld’s envisions people in developing nations downloading electronic blueprints to make things they need such as active electronics, bicycles, chemical sensors, radios, robots, and maybe someday prosthetic limbs. Students in the Fab Lab at the Loraine County Community College in Ohio manufactured a boat that works well enough to hold a person afloat.
Photo taken at the 2010 Fab Lab Conference in Amsterdam.
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“Technologyhasbeenthe“nextbigthing”ineducationforthepast50years– first withtelevision,videotapes,computers,theinternet,andmobilephones.Countless conferences,books,nationalplans,andinternationalinitiativeshavepromised betterstudentperformance,motivatingcourses,betterteachertraining,lowercosts, ormoreequity.Whyhasn’ttechnologyineducationliveduptoitshype?” –StanfordprofessorPauloBlikstein
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Therearethreekeyfactorsforinnovation:Commontechnicalstandards, collaboration,andcustomization.First,itiscriticalthattherebestandardwaysfor exchangingtechnicalinformationbetweenmembersofeacheconomicsystemand acrosseconomicsystems.Second,moreopencollaborationbetweeneconomic systemmembers,andattimesevenamongcompetitors.Third,theprimacyofthe individualasthedriveranduserofscientificdiscoveriesisparamount.” –GlobalInnovationOutlook,2004IBMstudyoninnovation.
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–MichaelWeinberg,WritingonIPissuesin3D
printing33 Ǥ
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As3Dprintingproliferates,individualswilllookto solveproblemsbydesigningandcreatingtheirown solutions.Inproducingthosesolutions,itisquite possiblethattheywillunwittinglyincorporate elementsprotectedbypatent
…Sharingdesignson theInternetamplifiestheproblem.
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“Acompanyhastodecidepreciselywhatitiswillingtoofferthemarketplaceinterms ofproductconfigurability.Ifthisisleftentirelytotheimaginationofthecustomer, chaosensues.” –authorDavidGardneraboutmasscustomization
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“[PersonalFabrication]isawayofchanginghowstudentslookattheworld aroundthem.Envisioningtheworldin3ǦDandbeingabletofabricateitand actuallymanipulateitallowsevenveryyoungstudentstothinkatverydifferent levels.Theincreaseinquestioningskillsandscientificthinkingandmathematical analysisissimplyamazingtowatch[
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“There'snothinglikebuildingoneofthese machines,andsubsequentlybuildingthings madefromitsproducts,toinculcateastrong feelingforǦandpracticalknowledgeofǦ mechanical,electronic,andsoftware engineering.ForthefirstthreeǦquartersof the20thcentury,therewasaverywidespread hobbyistcultureinboththeUSandEurope, withpeoplemakingradiosets,models,items ofcarpentry,andsoon.Aswehavebecome moreefficientatmakingsuchitemscentrally bymassproduction,thisculturehas attenuated,withacorrespondingattenuation ingeneraltechnicalskillinthepopulationat large.Governmentencouragementof personalfabricationmaywellreversethat trend,creatingǦasabyǦproductǦa correspondinglylargerpoolofskilled personnelforindustry.”
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O FFERTEACHEREDUCATIONINFABRICATIONTECHNOLOGIESAND RELATIONTO STEM EDUCATION
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C REATEHIGHQUALITY , MODULARCURRICULUMWITHAN OPTIONALMANUFACTURINGCOMPONENT ǤǤ
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A LLOCATEFEDERALSUPPORTFORPILOT MEP SPROGRAMS
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Ƭ E STABLISHAN “I NDIVIDUAL I NNOVATION R ESEARCH P ROGRAM ” FORVERYSMALLMANUFACTURINGBUSINESSESAND DIY ENTREPRENEURS ǡ̶
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“C LEANCOMPANY ” TAXBENEFITS “Oneofthepotentialadvantagesofhome fabbingisthemassivereductioningoods transportthatwouldbeconsequenton people'smakinglotsofstuffforthemselves, withallthegreenhousegassavingsthat thatimplies.Well,forenergyitselfwenow havefeedǦintarifflaws,whichobligeutilities topayafixedpriceforhomeǦgenerated greenelectricity.Thiscostsgovernment nothing,astheutilitiespassthechargeson totheirothercustomers.Dirtyenergyusers arepayingapremium,whichisthenusedto rewardcleangenerators.Byanalogy,one canimaginechangesin,say,salestaxlaws thatwouldincreasethecostoffinished goods,butreducethatofrawmaterialsused bypersonalfabricators.Thiswouldbe revenueǦneutralforgovernment,butwould encouragetheuseofthetechnologywith
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