P R O J E C T
D E S I G N :
O V E R V I E W
Name of Project: Gumball/Toy Capsule Challenge
Subject/Course: Engineering/Technology/Manufacturing
page 1
Duration: Varies
Teacher(s): Khristen Massic
Grade Level: 9 - 12
Other subject areas to be included, if any:
Significant Content
(CCSS and/or others)
Next Generation Science Standards: HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized
criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible
social, cultural, and environmental impacts.
Standards for Technological Literacy: Standard 3. Students will develop an understanding of the relationships among
technologies and the connections between technology and other fields of study.
Student 9. Students will develop an understanding of engineering design.
Standard 10. Students will develop an understanding of the role of troubleshooting, research and development, invention and
innovation, and experimentation in problem solving.
Standard 11. Students will develop the abilities to apply the design process.
Standard 12. Students will develop the abilities to use and maintain technological products and systems.
Standard 19. Students will develop an understanding of and be able to select and use manufacturing technologies.
21st Century Competencies Collaboration
(to be taught and assessed)
Communication
Critical Thinking
Project Summary
(include student role, issue,
problem or challenge, action
taken, and
purpose/beneficiary)
X
Creativity and Innovation
X
Other:
X
In teams, students will design using 3D design software and 3D print prizes to fill a gumball machine. The purpose of this project
is to learn how to design for 3D printing, learn about the cost of 3D printing and manufacture, and also learn about time
management and teamwork.
Possible “Need to Knows” (what students will need to know in order to complete this project. Check out BIE.org for more
information): How many capsules will fit in the machine? How much does it cost per hour to print? What are the material costs?
How many hours will we be able to use the machines?
Driving Question
What can we design that will inspire a passerby to buy a 3D printed prize for 50¢?
Entry Event
Before students enter the classroom, prepare a toy capsule machine by covering the machine with black paper so that students
cannot see what is inside. Alternatively, spray paint toy capsules so that students cannot see what is inside the capsules. Ask
students about a time where they purchased something from a toy capsule machine or when they had wanted to. Have students
record those thoughts in their engineering notebooks or something similar. Allow students to share ideas/memories with each a
neighbor and then the entire class if desired. At the conclusion of the discussion ask students, “Would you be willing to pay 50¢
for what is in the machine/capsule?” Allow students to come up with some reasons why or why not. These reasons should be
recorded as well so that students may refer back to them later.
At this point, introduce students to the challenge—which team can design and print prizes that will get a passerby to stop and buy
an item for 50¢?
Show students the video from the 2016 Bay Area Maker Faire by Ultimaker: https://youtu.be/SVfM0RBOeYI
Note: This challenge can be modified to fit your circumstances. I have had an entire class working as one team to come up
with a solution, and I have also divided my class into smaller teams and had them compete with each other.
Products
Individual:
Engineering Notebook with documentation of the design
process
Specific content and competencies to be assessed:
STL: Standard 11. Students will develop the abilities to
apply the design process.
Written reflection of the project
NGSS: HS-ETS1-3. Evaluate a solution to a complex real-world
problem based on prioritized criteria and trade-offs that account
for a range of constraints, including cost, safety, reliability, and
aesthetics as well as possible social, cultural, and environmental
impacts.
Team:
3D printed “prizes”
Specific content and competencies to be assessed:
Standard 10. Students will develop an understanding of the
role of troubleshooting, research and development, invention
and innovation, and experimentation in problem solving.
STL: Standard 12. Students will develop the abilities to use
and maintain technological products and systems.
Standard 19. Students will develop an understanding of and
be able to select and use manufacturing technologies.
Poster for inside gumball machine
For more PBL resources visit bie.org
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P R O J E C T
D E S I G N :
O V E R V I E W
page 2
Other students: Gallery walk after brainstorming and criteria matrix has been completed.
Public Audience
(Experts, audiences, or
product users students
Other students/Community members who will be purchasing the “prizes” from the machines.
will engage with during/at
end of project)
Note: Maker Faires or STEM expos are great places to bring your machine. Check your community and local
colleges/universities for maker events.
Resources Needed
On-site people, facilities: N/A
Equipment: Computers with 3D design software, 3D printer, gumball machine(s)
Materials Provided by Teacher: Filament, prize capsules
Materials Provided by Students: N/A
Community Resources: Maker Faire, STEM expo, or similar event—if possible
Journal/Learning Log (Engineering Notebook)
Reflection Methods
(Individual, Team, and/or
Whole Class)
X
Focus Group
Whole-Class Discussion
Discussions about Need to Knows and the findings
X
Fishbowl Discussion
Survey
Produce a survey for research on what people will buy
X
Other: Gallery Walk
To narrow down brainstorming ideas and get feedback
For more PBL resources visit bie.org
X
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Links for Teachers:
Project Based Learning
Buck Institute for Education http://bie.org/
3D Printer Job Cost Calculator
http://consumables.ic3dprinters.com/3d-printer-job-cost-calculator/
Extra: Have students calculate how much is costs to operate the printer per hour and include that in the cost. Also, have students include the “cost” of the operator during the
print time in case the printer has issues. Have students set a “cost” for a student doing the operation versus a high wage for a teacher to print after class is not in session. This
can promote a discussion about outsourcing costs versus in-house production.
Gumball Machine Factory
http://gumballmachinefactory.com/gucama.html
One retailer for machines and capsules—others are available as well.
Gallery Walk
https://www.bie.org/blog/using_gallery_walks_for_revision_and_reflection
a
P R O J E C T
C A L E N D A R
Time Frame: 4 Weeks
Project: Gumball/Toy Capsule Challenge
M O N D A Y
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
O N E
The goal for this week is to get students using research skills to find out what may currently be sold in gumball machines, what has
been 3D printed before, and what could persuade someone to buy an item from a gumball machine. Depending on your class, you may want to have students
work alone or in teams. At the conclusion of the research, have mini-presentations in order to share what they have learned.
Notes
Introduce the project to the
students and the driving
question:
What can we design that will
inspire a passerby to buy a 3D
printed prize for 50¢?
Continue research online and
ask students if they can come
up with another way to gather
information (i.e. surveys).
They can then create and
administer surveys.
Prepare for mini-presentations Mini-Presentations
for the rest of the class to
present what they have
learned.
Mini-Presentations
If time allows, begin research
online for different ideas.
For more PBL resources visit bie.org
©2014 BUCK INSTITUTE FOR EDUCATION
M O N D A Y
T U E S D A Y
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
F R I D A Y
T W O
The goal for this week is to have students brainstorm and come up with some possible ideas and begin drawing those items.
Notes
Brainstorming
Brainstorming
Narrow ideas and complete a
“Gallery Walk.”
Have students narrow their
possible ideas to two or three
and have students draw simple
sketches to use for the gallery
walk. Consider having
students draw them on the
large “sticky” note pads.
M O N D A Y
T U E S D A Y
Based on the “Gallery Walk,”
students should select which
idea they are going to pursue
and begin the drawing
process.
W E D N E S D A Y
P R O J E C T
W E E K
T H U R S D A Y
Drawing
F R I D A Y
T H R E E
Goal for this week is to have students finish initial designs, create test prints, and make any changes necessary prior to final
printing. Students may need supplemental instruction in how to set up for 3D printing, orientation of parts, and also quality of prints.
Notes
Drawing
Drawing
M O N D A Y
Test Printing
T U E S D A Y
Test Printing
W E D N E S D A Y
P R O J E C T
W E E K
Test Printing
T H U R S D A Y
F R I D A Y
Printing
Printing
F O U R
Goal for this week is to get parts printed.
Notes
Printing
For more PBL resources visit bie.org
Printing
Printing
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