Falling in Love #STEM #History

I hope that got your attention. I love research and I also see a strong connection between science and history (see my blog post from January 7th). On occasion, I become so involved with a project that I become deeply attached to it. For an upcoming workshop on 3D Printing in Any Curriculum, I encountered the model for an old shoe on Thingiverse (http://www.thingiverse.com/thing:552782). Why would somebody scan an old leather shoe? What is the significance? How does it have meaning?  I began digging. In the notes for the Thingiverse model, I found this article, A Shoe and the Historical Record. It begins with the story of how the students of a history class were scanning historical objects for a project. The authors go on to tell the story of the Nolan family who had the shoe made by a slave, "Old Jack", for their daughter Octavia in 1862. Anderson Nolan, the father joined the Confederates in the Civil War later that year. I discovered that many slaves lived and worked in the cities as craftsmen or laborers. "Old Jack" was a shoemaker who was hired out by his owner. I also realize that he was probably a lucky man. He had a trade and on January 1, 1863, he was freed by the Emancipation Proclamation.

This story pulled me in. Because of 3D printing, I could hold this shoe. The story could become tangible for me. Instead of a static image and a story on a website, I can interact directly with it.  I downloaded the model, which was a .thing file. None of the 3D printers I have access to could print .thing files. I needed an .stl file. Now I was learning about the printing process itself. I emailed John Campbell of the North Carolina History Museum, where the shoe is on display. He was able to find the .stl file. I printed two copies of the shoe, one 1/2 scale and one full scale. The full scale model took 16 hours to print and it was so worth it. I can hold the shoe and share the experience. Continue exploring and looking for the connections with learning across the curriculum.
-Al

Comparison of the printed shoe to the actual shoe (photo graph)

3D Printing Everyone?

I bought a 3D printer about a year ago because I was curious to see what I could do with one and I wanted the opportunity to see what my daughter would do with it. I thought it would be great to have a prototyper in the house. What I have discovered is the sharing universe. People around the world are excited to share their designs. Websites such as Thingiverse.com, Youmagine.com, Cubehero.com, and Shapeways.com  are sharing spaces. Try Googling "Thingiverse vs" to see just how many different 3D design sharing spaces there are. Similarly, museums across the country are beginning to share their collections through 3D printing. The Smithsonian, for example, shares their collection through Smithsonian X 3D (http://3d.si.edu/). They have 3D models of artifacts including this amazing "Killer Whale Hat," which belongs to the Tlingit Dakl'aweidi' (Killer Whale) clan of southeast Alaska.

This hat is a significant cultural object. Because of 3D technology, the hat was able to be entered into the collection of the Smithsonian and repatriated to the Alaskan clan back in 2005. We can still learn from it and still show respect for the people it belongs to. 

With 3D technology, how could you share history and science in ways that have never been possible before?

The Grand Unification Theory of History and Science

My background is in science, specifically, Vertebrate Geobiology. Throughout my life, I have been involved in the sciences. My father, the engineer, and my mother, the museum science curator, may have had something to do with this. I also maintain a strong interest in history. The two subjects are linked. Think about this question, “At what point does Paul Revere become obsolete?” As you consider this question, what is Paul Revere known for? Delivering a message as fast as he can and making things out of metal (metallurgy).  In the classroom, I rely on props to keep students thinking. A prop could even be a question. If I were teaching a STEM focused history course, I would have a question like this as a prop. Written or illustrated on a foam core that could be moved around the room, I would start with this in a prominent place in the room so that it was omnipresent. I would move this prop around to keep it fresh and to make sure that the students kept it in the back of their minds. From experience, students will occasionally ask, “Is he obsolete yet?” or “Why have we never answered that question?” What do you think about this statement? “All major events in history are tied to major advances in science.”