Results - Classical Origins of Europe

Classical Origins of Europe
Birds of a feather flock together
Classical origins of Europe
Go to content


Mobility in Catalonia


This task consisted of desgining a 3D Roman object that we printed with a 3D printer. We explored Roman technology and engineering to adapt ancient constructions tot our model.
Students worked in national teams of 3 or 4 participants and used programs like Thingiverse and Tinkercad to develope their creations. On the bottom of the page you will be able to watch and download them.
These is the list of technological constructions they had to investigate: sawmills, cranks, aqueducts, bridges and Roman arch, dams, ballistas, onagers and catapults, cranes, lighthouses, ploughs, reapers and harvesters, spiral stairs.
Teams distributed work like this:
      • Czech Republich: Catapult, bridges with roman arch.
      • Romania: Sawmill or crank, aqueduct.
      • Greece: Harvester, dam.
      • Catalonia: Crane, lighthouse.
Before starting with the 3D creation students draw a sketch of the chosen object. They worked with this worksheet that's divided into 4 parts:
      • The top left for drawing the elevation plan.
      • The top right for the profile.
      • The bottom left for the ground plan.
      • The bottom right for the projection.
Here you can see some of the sketches, the lighthouse and the aqueduct:

Next step consisted on describing the 2 real Roman objects using the analysis of an object questions. Question were useful for the oral presentation in Calaf:

    • What's it like?
    • What shape does it have? And colors?
    • Is it adapted for users manipulation?
    • What texture does it have?
    • Which are its dimensions?
    • How does this object work?
    • Which is the funcion of the most important parts?
    • Which kind of energy is used for it to work?
    • Name the different pieces of the object.
    • Which materials are used for these pieces?
    • How are the pieces joined?
    • When was the object invented?
    • Who was its inventor?
    • Which needs are covered by it?
    • Did other similar objects exist during the same ancient time?
    • Which similar objects or uses exist nowadays?
Students searched one object with Thingiverse and for the more easy to design they used Tinkercad.

To know something about the instructions and how these 2 programs work you can search information at the activity 3D instructions.

Here you can see the complete works of all the students and you can download their STL file if you want to print them in 3D by clicking on the image:





Students explained in the library of Calaf their digital presentations. Some of them done with Prezi as we worked during the Brno's mobility. There are pictures about the working with the computer, the process of drawing sketches and understanding videos.
The presentations of the students can be openend at these links:


In the picture there's the progress of the construction of the catapult at the workshop.
During 2 days and about 4 hours students organized in groups of 4 built their own Roman catapult. When they finished there was a final game with 2 competitions: throwing marble to the longest distance and throwing them with precision inside a target.

Students used this list of new vocabulary to understand themselves and paper instructions like this to build the catapult.

The winner team won an Erasmus keychain for each participant. If you click at the image you'll watch a video of the marbles competition:


This activity was done by mixed groups of students of different nacionalities. The aim was to valorate their Erasmus project during this 2 years and to use photos of the 4 previous mobilities to create a video and uploading it at an useful social network for the youth as Instagram is. We've chosen Instagram because it's an easy and fast connection to students of the high-school and the Erasmus project.
Groups had to think about these item instructions before making the video:
  • Discovery: What have they gained after visiting a different country?
  • Watching, seeing & feeling: What things made they think that they have a common background?
  • Thinking & creating: What do they think that helped a lot to make things move forward when they worked with a mixed team? What digital tools did they enjoyed most?
  • Feeling connected: What feeling will they keep for ever about this experience?
The questions were answered by a Google Forms quiz.
Pictures were classified for the movie in distinct types:
  • Landscape & culture.
  • Visits & families
  • Teamwork discussions
  • Modelling, designing 3D objects, rehearsing oral presentations, skype session
  • Social interactions, empathy moments, difficults situations, mocking, fun
  • Individual, interesting faces, all the group.
The final results of the movies and the post at Instagram is here:
  • Instagram post
  • Video 1
  • Video 2
  • Video 3

Assessments has been useful for the teachers to check students work and to explain to students how to improve their final tasks. We have used an oral presentation checklist that can be opened with this link.
Birds of a feather flock together.
Back to content