Meet the real-world challenge: Help a classmate or teacher hold an approved classroom tool more comfortably.
Grade 3 · 3D Printing · Lesson 15
Adaptive Tool Grip Lab
Design a comfortable removable grip that helps someone hold a classroom tool.
Time3 × 60 minutes + adult fabricationTeamsTeams of 3–4EquipmentBasic prototypes + Bambu P1S fleet
Project inspiration · 3 images
See, build, and test
Use these images to understand the kind of making, details, and testing involved. They are inspiration—not designs students must copy.
Student quick guide
What are we doing?
Choose materials, build the control system, and connect the user feedback, hand measurements, and tool dimensions to the a removable 3D-printed grip.
Test the same way each time, study the evidence, and improve one part.
For teachers
Engineering standards
This shows how the lesson connects to the national NGSS engineering standards and what student work you can collect.
Assessed
3-5-ETS1-1
Teams define who needs the adaptive tool grip lab and set measurable performance, safety, material, and time limits.
What students show: User-centered problem statement with criteria and constraints.Practiced
3-5-ETS1-2
Teams compare at least two circuit, code, or enclosure ideas against the success criteria.
What students show: Labeled system diagrams and a recorded design choice.Assessed
3-5-ETS1-3
Teams run a repeatable test—use the same pickup, hold, and drawing task with each prototype—then change one variable and retest.
What students show: Test table, code or build revision, and evidence-based explanation.Materials
- Cardboard, paper, craft sticks, tape, reusable building pieces, and student-proposed materials
- Project platform: Basic prototypes + Bambu P1S fleet
- Breadboard, paper-circuit supplies, or low-voltage power when needed
- user feedback, hand measurements, and tool dimensions input component or student-designed substitute
- a removable 3D-printed grip output component or student-designed substitute
- LEDs, resistors, jumper wires, copper tape, switches, and clips as needed
- 3D Printing materials for an optional case, sign, mount, or model
- Computer with approved coding or simulation tools when needed
- Planning sheet, ruler, and test-data table
Teacher preparation
- Build and test one possible reference solution without making it the required design.
- Prepare a basic-materials table plus optional electronics and fabrication stations.
- If coding is used, prepare a starter option for measurement rules and beginner CAD solids; students may propose another workable control method.
- Prepare optional fabrication templates and a file rule beginning G3_15.
- Mark adult approval points before power-on and machine fabrication.
Step by step
How to teach it
Day 1 · 0–20
Meet the user and define success
- Introduce the application: Help a classmate or teacher hold an approved classroom tool more comfortably.
- Identify the user, need, criteria, and constraints.
- Draw a system map with input → code → output.
Day 1 · 20–60
Build a first solution
- Choose basic, electronic, and fabricated materials based on the team's idea.
- Build with power disconnected whenever electronics are used.
- Complete an adult check, then troubleshoot one connection or physical feature at a time.
Day 2 · 0–30
Create the behavior
- Create the first working control using measurement rules and beginner CAD solids.
- Predict what one rule, connection, or code change will do before testing it.
- Make the system understandable with labels, diagrams, comments, or coding blocks.
Day 2 · 30–60
Test and improve
- Use the same procedure each time: use the same pickup, hold, and drawing task with each prototype.
- Record at least three results.
- Change one code, circuit, or physical-design variable and retest.
Day 3
Fabricate and present
- Design a 3d printing part that protects, mounts, or explains the electronics.
- Adult reviews and operates fabrication equipment where required.
- Connect the finished system and demonstrate how the evidence improved it.
Assessment
- Problem statement names a real user and measurable need.
- Circuit matches the team diagram and uses components safely.
- Program connects the intended input to the intended output.
- Test conditions remain consistent and include recorded evidence.
- Revision addresses a documented failure or user need.
Supports & extensions
- Use color-coded wires and a photograph of each breadboard step.
- Provide block coding or partially completed code with one change at a time.
- Assign roles: circuit builder, coder, tester, and recorder.
- Let students explain findings orally or with labeled diagrams.
- Extension: add a second sensor, output, data display, or operating mode.
Safety & responsible use
- Use only teacher-approved low-voltage classroom electronics; never connect projects to wall current.
- Disconnect power before changing wires or components.
- Use the correct resistor with every standard LED and stop immediately if a part becomes hot.
- An adult handles soldering, laser cutting, printer setup, blades, and final power approval.
- Keep liquids away from boards unless a sealed, teacher-approved sensor activity specifically requires them.
No-machine alternative
Build with cardboard, paper mechanisms, paper circuits, or a free on-screen simulator. Students may invent another safe way to model the same function, then compare ideas, test one variable, collect evidence, and revise.
Printable student design brief
The challenge
Create a working adaptive tool grip lab for this need: Help a classmate or teacher hold an approved classroom tool more comfortably.
Success criteria
- Fits the selected tool
- Can be added and removed without damage
- Responds to the user's stated need
Constraints
- No medical claims
- User chooses whether and how to participate
- Starts with a soft basic-material prototype before printing
Engineer’s notes
Our user needs…
The input tells the system…
Our code decides…
The output responds by…
Our test data showed…
We improved… because…