Under the greater group project on The Cooper International Learning Center, I facilitated a small group focusing on 3D printer modification. Despite it is a group project officially, student had to decide the goal and work toward their specific goal. One student focused on flashing custom firmware on printer, another worked with the board swapping involving wiring and soldering. My main goal through the project, shared with the supervisor Abe, was let student learn about something around 3D printer without paying too much money and reducing e-waste.
Reflection
Things that worked
- When I was present in the Lab, students asked me to do something or just check in. Mostly troubleshooting.
- Some used AI-powered tools, but they still need to verify the AI-generated content on their end. It is no different from what we’ve been doing when we read wiki or quick guide.
- Everyone learned something related to 3D printing. One student did flashing firmware and tuning hardware and software; one did the same, as well as hardware calibration; one learned Blender; and one learned hardware modification and wiring.
Things that didn’t worked
- Some students were unsure about what they were doing. Obviously, they did not read the course description and emails from Abe and me. They had no idea what to do with outdated printers and asked Abe and me, but we couldn’t answer after they confirmed their printers are functional with stock firmware.
- The project aims to let them figure out what they want to do, and I should be their helper when they don’t know how to start searching. I provided a bunch of resources before and during the project, but students ended up asking Abe. It is weird how AI tools make searching easy, yet students are unwilling to conduct their own research. They were not against AI as far as I am aware, so it doesn’t make sense.
- The problem was that Abe was present where students were working. Since he was there as an experienced, skilled person, students learn who to ask. And they relied on him because it was easy.
- Most students need instruction. More formal scheduling and course outcome may help.
What could be done
- 1 on 1 session with participants to build a custom game plan and weekly goals
- Communicate with participants way before the WT starts and let them know the project is not “lecture-based” but individual one.
- Provide few example schedules for 3D printer hardware modification, software modification using Klipper, software modification using Marlin, learning 3D modeling using Blender/FreeCAD/Autodesk 365 etc, and so on.
Course Overview
3D Printing 201 is a more advanced project in which students take an older 3D printer and modify it to make it faster, competing with current printers on the market. Students will upgrade old hardware and install Klipper firmware on a 3D printer. After everything is built, participants will tune their machines using the built-in scripts provided by Klipper until they meet their goals. After the machine is complete, participants can use it for their own fabrication project or continue to add new features to it based on what is available from the open-source community.
The CILC has a handful of printers to provide students for this winter term at no extra charge, and participants can keep them after the experience. The only cost will be for the hardware you need to improve your printer. For example, some of the printers we have do not have a control board with silent stepper motor drivers. In this case, you would want to purchase a silent board, such as this one. Most stock extruders on the free machines we offer could benefit from improved extrusion capabilities. To accomplish this, you may want to consider purchasing a newer hotend, a geared extruder, and improved cooling fans. In order to run Klipper, you need a computer dedicated to this purpose. Raspberry Pi or other single-board computers can serve this purpose. However, you can also use an old PC/laptop for this purpose.
Printers Provided
Ender 3: Upgraded Control Board (Big Tree Tech SKR mini e3 v1.2), Bltouch for autobed leveling, and titan extruder.
Ender 3: Stock with Bltouch upgrade for autobed leveling
*Ender 3s were quite popular so there are a lot of community support projects for these printers.
Lulzbot Taz Workhorse: Large 3D Printer with an upgraded extruder and bltouch. This will need a new control board and perhaps other upgrades for high speed printing. This has a lot of potential, but will be a challenge to work with.
Prusa i3 Mk3: This printer is stock with a silent board and an autobed leveling system. Prusa is a well known brand with a lot of community support. Klipper would certainly take this printer to a new level of speed and quality.
Course Description
3D Printing 201 is a more advanced project in which students take an older 3d printer and turn it into a faster machine that competes with current printers on the market. Students will upgrade old hardware and on a 3d printer and install Klipper firmware. After everything is built, participants will tune their machines using the built-in scripts provided by Klipper until they meet their goals. After the machine is complete, participants can use it for their own fabrication project or continue to add new features to it based on what is available from the open-source community.
The CILC has a handful of printers to provide students for this winter term at no extra charge, and participants can keep them after the experience. The only cost will be for the hardware you need to improve your printer. For example, some of the printers we have do not have a control board with silent stepper motor drivers. In this case, you would want to purchase a silent board like this one. Most stock extruders on the free machines we have to offer could benefit from improved extrusion. To accomplish this, you might purchase a newer hotend, a geared extruder, and improved cooling fans. In order to run Klipper, you need a computer dedicated to this purpose. Raspberry Pi or other single-board computers can serve this purpose. However, you can always use an old PC/laptop for this purpose as well.
Use of generative AI is up to you. I would not prohibit nor recommend. Do whatever you want, but I would suggest reviewing the AI-generated answer, as well as what you find on the internet, before following their suggestions. Let them explain what each step does and why it’s necessary, if possible. A minor mistake can damage your printer.
Additional Resources Provided to participants who setup their printer
Ideal Schedule
Week 1: setting up and learn how to communicate with the printer
Jan 5, 12 PM: CILC WT large checking in with the other two groups.
Examples of ‘goal of the week’:
- Benchmark Print of stock settings and firmware (if printer works) through learning how your printer works
- Set up Klipper server or marlin server for your printer.
- Flash Klipper on firmware/update marlin
- Install Printer Hardware (if available)
- Configure the 3D Printer config file and macros (if you choose Klipper)
Check-in hours (Friday, 2 PM): Weekly check-in to see everything goes fine. In-person or over GChat.
Week 2: get printers actually work
- Start Tuning Printer (Pressure Advance, Auto Bed Leveling, Input Shaping, etc.)
- Benchmark prints
- Setup servers so that you can print AND see whatever you want overnight/remotely
- server config(I think Fluidd has built-in password function and external credentials like OAuth, if you are interested in)
Check-in hours (Friday, 2 PM): in-person or GChat.
Week 3: refine and print
- Continue printer tuning, swapping nozzle, different belt or stepping motor, and so on
*I recommend to create digication page for this WT because it’s a painful work. Also it will increase the chance to book a meeting with Abe, who is also an adviser for eportfolio.
Check-in hours (Friday, 2 PM): in-person or GChat.
Week 4: wrapping up
- Finish WT project or consider next steps
- Decide if you want to grab your printer with you or leave it to the LangLab