Manipulatives

Learning and retention is enhanced through active experience. By holding and manipulating a 3D object students can gain insight into spatial and physical concepts that may not be clear or are difficult to either visualize or understand abstractly. While virtual simulations are becoming more and more prevalent, physical models are more effective because they can be held and examined.

3D printers allow teachers and students to produce and share models across many differences. Models exist to help demonstrate concepts in

biomechanics—finger and knee joints, tendon extensor mechanisms
biology—folded proteins, demonstrating docking geometries
aeronautics—wing shapes, wind-tunnel models
math—3D fractals, knots, polytopes, manifolds, regular polygons
art— sculpture, objects of antiquity

Science

Free Collections of Fossils

GB3D Type Fossils

Sites that sell 3D anatomy models

Thingiverse 3D anatomy models

Anatomic Human Foot by member DrGlassDPMZ
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designed in Newtek's Lightwave 3D, as part of the podcast @ YouTube.com/DrGlassDPM

There are 26 proper bones in the human foot; 28 if you consider the sesamoids of the 1st metatarsal phalangeal joint complex.
Human Hand Bones - Thumb by member siderits
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© 1999 by Wesley Norman, PhD, DSc

This project used a Next Engine Laser scanner and was undertaken in association with the Pittsburgh Supercomputing Center and the Center for Parabiotics Research.
Human Inner Ear by member neurothing
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3D printed model of a human inner ear (cochlea, vestibule and semicircular canals) derived from MRI data of a human cadaver. Printed about 12X actual size.
Right Femur by member BME_sundevil
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human femur (right side)that was created from a real bone using a NextEngine 3D scanner.
Scapula by member Bror
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The right scapula bone from BodyParts3D.

Credit: © The Database Center for Life Science licensed by CC Attribution-Share Alike 2.1 Japan.
by member mechadense
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This is the front part of the Skull of an around thirty year old man. Slicer4 was used to convert the CT data into an rudimentary *.stl of 523MB size.
BodyParts3D Foot by member Cbonsig
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Skeletal human foot, derived from BodyParts3D database. Sliced near the ankle to provide a flat surface for printing (toes up!)

Credit: © The Database Center for Life Science licensed by CC Attribution-Share Alike 2.1 Japan.
Aortic Bifurcation by member Cbonsig
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This is a 3D print derived from medical imaging of an aortic bifurcation and iliac arteries. The source data set is publicly available in the OsiriX DICOM library. It is a CT scan from a patient that appears to have had one or more iliac stents placed in their right iliac artery.
Lumbar Vertebrae by member Cbonsig
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Lumbar vertebrae, derived from the excellent BodyParts3D database. Includes L1, L2, L3, L4, and L5. Sliced in half along the mid-plane so they can be printed easily and glued together.

Credit: © The Database Center for Life Science licensed by CC Attribution-Share Alike 2.1 Japan.
by member
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RNA Polymerase by member destroyer2012
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RNA Polymerase makes RNA from DNA. This protein is the transcriber of messages from the nucleus to the ribosomes in the cytoplasm, to tell them what proteins to make! This particular one is a tiny example from the T7 bacteriophage! It's tiny because it has to fit in a virus. "Normal" polymerases, like the kind found in your cells, are 10-20x bigger, and made of many many cofactors and regualatory proteins. The fact is that viruses care less about the quality of RNA they produce than do human cells. It's part of the reason why viruses mutate so fast.
Formin Homology Domain by member destroyer2012
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Formins are proteins that regulate actin filament formation by staying attached to the growing end of filaments and stepping along as new monomers are added to the actin polymer. They protect the growing filament from capping protein, a protein that blocks the formation of unwanted filaments. This is the FH2 (Formin Homology 2) domain of bni1p, a yeast formin (1y64 on pdb).

Free 3D anatomy data

3D ear
70S Ribosome from member Destroyer
MRI Scans.

The following process was described in Edible Chocolate Brain from MRI Scan
To convert MRI scans into something that can be printed:
1. Converting sliced DICOM data into the STL file format
2. Editing and clean up
3. Printing
1. To convert the DICOM data from the MRI scan into 3D geometry download InVesalius 3, a free, open source medical application (available for the moment for just Windows and GNU Linux). It generates 3D medical imaging reconstruction based on a sequence of 2D DICOM files acquired with CT or MRI equipments, providing several visualization tools.
2. Import your sliced DICOM image files into InVesalius. For highly detailed data you may need to limit the number of images that are used to generate the 3D model.
3. Once InVesalius has calculated the model, you can adjust the settings to select only part of the image. You can filter out everything but fat tissue then adjust levels to select as much of the object as possible. You can also remove other parts during the edit and cleanup phase.
4. Save as an STL file
5. To clean the data use MeshLab or MeshMixer
6. If using MeshLab, when you have finished editing , perform a poisson reconstruction to reconstruct the surface of the model. This forms a waterproof mesh suitable for 3D printing. This tool can be found in the filter menu under remeshing> simplification and reconstruction>poisson reconstruction
7. Save as an STL file.
8. The waterproof STL can then be taken into a CAD software package like 3DS Max, Blender or MeshMixer for additional cleanup or editing.
member Tony Buser's workflow used to produce his Bitter Gourd (Melon) MRI Scan
1. Find a suitable image from Inside Insides
2. In ImageJ: File > Import > Animated Gif
3. Select Plugins > 3D > 3D Viewer
4. Select Display As: Surface, Color: White
5. SelectFile >Export Surfaces As> STL (binary)
6. Open file in Meshmixer and clean it up
OsiriX can convert scans to stl files.

ImageJ can be used to convert files.
Converting CT and MRI data

3D slicer is a free, open source software package for visualization and image analysis for medical files. 3D Slicer is natively designed to be available on multiple platforms, including Windows, Linux and Mac Os X

Slicer provides a graphical user interface to interact with the data. In addition to manual segmentation and the creation of 3D surface models from conventional MRI images.

Click here to learn how to use Slicer.

Download the Slicer4Minute dataset which contains an MR scan of the brain and 3D reconstructions of the anatomy.
BodyParts3D
In the 2008 paper BodyParts3D: 3D structure database for anatomical concepts, (abstract on PubMed, open access PDF from oxfordjournals.org) some ambitious researchers in Japan set out to create:

BodyParts3D, a dictionary-type database for anatomy in which anatomical concepts are represented by 3D structure data that specify corresponding segments of a 3D whole-body model for an adult human male
The project was funded by The Integrated Database Project, Ministry of Education, Culture, Sports, Science and Technology of Japan. (Arigatō!) The website alone is quite impressive, and is even translated into English (see lifesciencedb). But this project goes beyond just displaying pretty pictures… The native 3D models for thousands of carefully rendered body parts are made freely available under a Creative Commons Share-Alike license! And they can be downloaded from an FTP site, in high resolution!
—Craig Bonsignore

Here is the article:BodyParts3D: 3D structure database for anatomical concepts. by Mitsuhashi N, Fujieda K, Tamura T, Kawamoto S, Takagi T, Okubo K

This workflow was used by member Cbonsig

Creating STL models from BodyParts3D
1. Download and unzip the OBJ files. The originals are at ftp.biosciencedbc and a copy made by Craig Bonsignore under the the CC-SA license can be found here
2. Find the FMA number of the body part of interest. Use the web interface at lifesciencedb.jp/bp3d/?lng=en or by search the English version of the the parts list—parts_list_e.txt— inside the zip file. Many of the FMA numbers on the list refer to groups, rather than individual parts. For example, FMA9664 foot contains FMA70664 set of toes, which contains FMA25047 big toe. You need to find FMA230986 middle phalanx of right little toe and 27 other bones if you’re trying to build a complete skeletal model of the right foot.
3. Open Meshlab, and import one or more .OBJ files. Each .OBJ will be on a separate layer in the project. Use Filters > Layer and Attribute Management.
4. Save the Meshlab.
5. Merge all visible layers into one. Filters > Layer and Attribute Management > Flatten Visible Layers.
6. Save the mesh as an STL file. File > Export Mesh > select .STL as type.
7. Close the project without saving to preserve the layer organization for each component.
8. The data set is not perfect. Much of the detail was subject to artistic interpretation. The models are not anatomically perfect, but they are an excellent free and accessible resource for artists, engineers, makers and students.
  
  Craig Bonsignore put a few of the models on Thingiverse:

Helpful information

You can convert vrml and obj files to stl files with meshlab.
Do final cleanup with Netfabb

1.1	Describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved	√
1.2	Investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members	√
1.3	Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices	√
1.4	Plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools	√
1.5	Discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better	√

T1.1	Identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.	√
T1.1a	Identify a scientific or human need that is subject to a technological solution which applies scientific principles	√
T1.2	Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.	√
T1.2a	Use all available information systems for a preliminary search that addresses the need.	√
T1.3	Consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.	√
T1.3a	Generate ideas for alternative solutions	√
T1.3b	Evaluate alternatives based on the constraints of design	√
T1.4	Develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.	√
T1.4a	Design and construct a model of the product or process	√
T1.4b	Construct a model of the product or process	√
T1.5	In a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss trade-offs that might have to be made.	√
T1.5a	Test a design	√
T1.5b	Evaluate a design	√

1.1	Initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation	√
1.2	identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem
1.3	generate creative solution ideas, break ideas into the significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human values, economics, ergonomics, and environmental considerations have influenced the solution	√
1.4	develop work schedules and plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship)	√
1.5	in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quanitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

1.1	Use computer technology,traditional paper-based resources,and interpersonal discussions to learn, do, and share science in the classroom	√
1.2	Select appropriate hardware and software that aids in wordprocessing, creating databases, telecommunications, graphing, data display, and other tasks	√
1.3	Use information technology to link the classroom to world events

1.1	Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
1.2	Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and on-line telecommunication services.
1.3	Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, muse- ums, governmental agencies, industries, and individuals.
1.4	Collect data from probes to measure events and phenomena.
1.4a	Collect the data, using the appropriate, available tool
1.4b	Organize the data
1.4c	Use the collected data to communicate a scientific concept	√
1.5	Use simple modeling programs to make predictions.

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Manipulatives

Science

Creating STL models from BodyParts3D

Helpful information

Standards

Mathematics, Science, and Technology

CDOS

Career Development and Occupational Studies

Essential Questions

1.1	Understand and use the more advanced features of word processing, spreadsheets, and database software.
1.2	Prepare multimedia presentations demonstrating a clear sense of audience and purpose. (Note: Multimedia may include posters, slides, images, presentation software, etc.)	√
1.2a	Extend knowledge of physical phenomena through independent investigation, e.g., literature review, electronic resources, library research
1.2b	Use appropriate technology to gather experimental data, develop models,and present results	√
1.3	Access, select, collate, and analyze information obtained from a wide range of sources such as research databases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
1.3a	Use knowledge of physics to evaluate articles in the popular press on contemporary scientific topics
1.4	Utilize electronic networks to share information.	√
1.5	Model solutions to a range of problems in mathematics, science, and technology, using computer simulation software.	√
1.5a	Use software to model and extend classroom and laboratory experiences,recognizing the differences between the model used for understanding and real-world behavior	√

2.1	Explore, use, and process a variety of materials and energy sources to design and construct things.	√
2.2	Understand the importance of safety, cost, ease of use, and availability in selecting tools and resources for a specific purpose.
2.3	Develop basic skill in the use of hand tools
2.4	Use simple manufacturing processes (e.g., assembly, multiple stages of production, quality control) to produce a product	√
2.5	Use appropriate graphic and electronic tools and techniques to process information.	√

2.1	Choose and use resources for a particular purpose based upon an analysis and understanding of their properties, costs, availability, and environmental impact	√
2.2	Use a variety of hand tools and machines to change materials into new forms through forming, separating, and combining processes, and processes which cause internal change to occur	√
2.3	Combine manufacturing processes with other technological processes to produce, market, and distribute a product
2.4	Process energy into other forms and information into more meaningful information.

2.1	Test, use, and describe the attributes of a range of material (including synthetic and composite materials), information, and energy resources	√
2.2	Select appropriate tools, instruments, and equipment and use them correctly to process materials, energy, and information	√
2.3	Explain tradeoffs made in selecting alternative resources in terms of safety, cost, properties, availability, ease of processing, and disposability
2.4	Describe and model methods (including computer-based methods) to control system processes and monitor system outputs	√

3.1	Identify and describe the function of the major components of a computer system.
3.2	Use the computer as a tool for generating and drawing ideas.	√
3.3	Control computerized devices and systems through programming.	√
3.4	Model and simulate the design of a complex environment by giving direct commands.

3.1	Assemble a computer system including keyboard, central processing unit and disc drives, mouse, modem, printer, and monitor
3.2	Use a computer system to connect to and access needed information from various Internet sites	√
3.3	Use computer hardware and software to draw and dimension prototypical designs	√
3.4	Use a computer as a modeling tool	√
3.5	Use a computer system to monitor and control external events and/or systems	√

3.1	Understand basic computer architecture and describe the function of computer subsystems and peripheral devices
3.2	Select a computer system that meets personal needs
3.3	Attach a modem to a computer system and telephone line, set up and use communications software, connect to various online networks, including the Internet, and access needed information using email, telnet, gopher, ftp, and web searches
3.4	Use computer-aided drawing and design (CADD) software to model realistic solutions to design problems	√
3.5	Develop an understanding of computer programming and attain some facility in writing computer programs	√

6.1	Describe how outputs of a technological system can be desired, undesired, expected, or unexpected
6.2	Describe through examples how modern technology reduces manufacturing and construction costs and produces more uniform products

6.1	Explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology.
6.2	Explain how computers and automation have changed the nature of work
6.3	Explain how national security is dependent upon both military and nonmilitary applications of technology

7.1	Participate in small group projects and in structured group tasks requiring planning, financing, production, quality control, and follow-up.	√
7.2	Speculate on and model possible technological solutions that can improve the safety and quality of the school or community environment.

Intermediate
7.1	Manage time and financial resources in a technological project
7.2	Provide examples of products that are well (and poorly) designed and made, describe their positive and negative attributes, and suggest measures that can be implemented to monitor quality during production
7.3	Assume leadership responsibilities within a structured group activity	√

Commencement
7.1	Develop and use computer-based scheduling and project tracking tools, such as flow charts and graphs
7.2	Explain how statistical process control helps to assure high quality output
7.3	Discuss the role technology has played in the operation of successful U.S. businesses and under what circumstance they are competitive with other countries
7.4	Explain how technological inventions and innovations stimulate economic competitiveness and how, in order for an innovation to lead to commercial success, it must be translated into products and services with marketplace demand
7.5	Describe new management techniques (e.g., computer-aided engineering, computer-integrated manufacturing, total quality management, just-in-time manufacturing), incorporate some of these in a technological endeavor, and explain how they have reduced the length of design-to-manufacture cycles, resulted in more flexible factories, and improved quality and customer satisfaction
7.6	Help to manage a group engaged in planning, designing, implementation, and evaluation of a project to gain understanding of the management dynamics	√

Intermediate
2.1	Apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities
2.2	Solve problems that call for applying academic knowledge and skills	√
2.3	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).

Commencement
2.1	Demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.	√
2.2	Use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology)	√
2.3	Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

1.1	Observe and describe interactions among components of simple systems.	√
1.2	Identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).

1.1	Describe the differences between dynamic systems and organizational systems.
1.2	describe the differences and similarities between engineering systems, natural systems, and social systems.
1.3	Describe the differences between open- and closed-loop systems.
1.4	Describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.

1.1	Explain how positive feedback and negative feedback have opposite effects on system outputs.
1.2	Use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
1.3	Define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.

6.1	Choose the best alternative of a set of solutions under given constraints.	√
6.2	Explain the criteria used in selecting a solution orally and in writing	√

6.1	Determine the criteria and constraints and make trade-offs to determine the best decision.	√
6.2	Use graphs of information for a decision-making problem to determine the optimum solution.

2.1	Collect,analyze,interpret,and present data,using appropriate tools	√
2.2	When students participate in an extended,culminating mathematics,science,and technology project, then students should:
	Work effectively—Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.	√
	Gather and process information —Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.	√
	Generate and analyze ideas — Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.	√
	Observe common themes—Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.	√
	Realize ideas—Constructing components or models, arriving at a solution, and evaluating the result.	√
	Present results—Using a variety of media to present the solution and to communicate the results.	√

2.1	Identify academic knowledge and skills that are required in specific occupations
2.2	Demonstrate the difference between the knowledge of a skill and the ability to use the skill
2.3	Solve problems that call for applying academic knowledge and skills.	√

3b.1	Basic Business Understanding—demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.
3b.2	Business-Related Technology—select, apply, and troubleshoot hardware and software used in the processing of business transactions.
3b.3	Information Management/Communication—prepare, maintain, interpret/analyze, and transmit/ distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today's international service-/information-/technological-based economy.
3b.4	Business Systems—demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.

3b.1	Foundation Development—Develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.
3b.2	Technology—Demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services
3b.3	Engineering/Industrial Processes—Demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

Who am I as a citizen?	Students develop self-management skills for researching a topic. Students develop critical thinking skills. Students develop effective interpersonal skills.
How are my school experiences connected to my future success?	Students will acquire skills in decision making, communication, and teamwork. Students will learn various management skills. Students will participate in a simulated work environment.
How are my social skills related to my future success?	Students will predict future situations. Students will work as a team to complete a project. Students will develop problem-solving strategies. Students will interact effectively with team partners.
How do I develop the skills and abilities that I need to be successful in a career? How do I find out what I want to know?	Students will research topics using the internet
Why do the choices I make now matter to my future?	Students will gain an awareness of the importance of personal responsibility and good work habits. Students will gain an awareness of the impact of their actions and choices.
How do I affect the systems within which I live and work?

Business/Information Systems (3b)
Basic Business Understanding
Business-Related Technology
Information Management/ Communication
Business Systems
Resource Management
Interpersonal Dynamics
Career Development (1)
Complete development of career plan
Apply decision-making skills in selection of a career option
Analyze skills and abilities in a career option
Integrated Learning (2)
Demonstrate integration and application
Use academic knowledge and skills
Research, interpret, analyze, and evaluate information
Universal Foundation Skills (3a)
Basic Skills
Thinking Skills
Personal Qualities
Interpersonal Skills
Technology
Managing Information
Managing Resources
Systems