Sunday, February 18, 2018

3D Printed Desk Organiser - 2018 Versions

Above: Design shown with rafting (minimal) removed
Challenge: Students are enouraged in the classroom to create an original 3D Printing design that has a purpose.   Generally the projects are encouraged to be created without third part involvement.
Background: Student has been involved in 3D Printing opportunities within the classroom setting for the past two years.  She is a ten year old student who wanted to start a design.  She had other students that had produced prints along this theme or design, such as the 'Minions' inspired desk organiser previoulsy featured on this blog.  Student was able to produce this print on her own without input from the teacher.  She ran through two draft prints which were shown to be undersized, although the design was what she wanted.   The intention was to have an area for her pencils in one of the containers and pens in the other.  She ensured that the depth of the containers would hold the pens and the weight of the container would allow it to be used in the classroom.
Above: Design shown from above
Level of Difficulty: Medium.  Student had to refine design to ensure that the size of it matched the purpose that she intended (hence the two draft prints that were re-designed).  Student was able to print this independently.
Timeframe: Fourteen hour print.  The design had space to hold some stationary, the width of the holders was between 1.5cm and 5mm.    The name plate at the back was a solid block.
Size: The square base plate was a square that measured 11cm by 11cm.   It had a depth of 1cm.   The first holder, measured 65mm high and was 50mm across.  It had a width of between 5mm and 7.5mm.    The second holder had a height of 100mm and was 65mm across.  It had a width of the walls of the design of 15mm.  The name block was raised 135mm from the back of the design.  The design measured 80mm across and was 30mm wide.   The 'McKenna' lettering was raised 4mm from the top of the base of the shape.    Given the dimensions of the design and the purpose of the shape this would probably be the minimum required for it to be successful.
What we would do differently: When the design was originally created the student had not measured the dimensions of the design to her satisfaction.   She could have mocked it up using paper or cardboard first to ensure that the size was what was requested.
Next Steps for Students: This has successfully completed the brief for the student, and the print would not require any additional design.

Friday, February 16, 2018

3D Printed Minions Desk Organiser

Challenge: For student to create thier first 3D Print to organise the stationary on their desk.
Background: Student is a Y5 student (nine years old).   She wanted to experiement with two different prints, one being a money box (which is being redesigned) and this one.   It was themed after the 'minions' characters.   This was an original design.   The shape of the minion was created from the tinkercad main template, as you can see from the photograph, it was created using a variety of simple shapes.   This student also had a sibling who has printed and designed projects in the past using Tinkercad and they apparently provided some assistance in the composition and the balance.
Level of Difficulty: Medium this was more complex that it would perhaps appear.   The student concerned had created this design form scratch and featured a number of shapes that needed to be created in relation to each other and size. 
Timeframe: Sixteen hours.   The print was relatively thick in places, this meant the print itself was very robust.   It made it ideally suited for its purpose, it had weight to it, was capable of storing a significant amount of student stationary.   While the print time could have been reduced in time it would have reduced its effectiveness.
Size: 11cm across (length) and 10cm in height.  The thickness of the print, for the main part of the design varied slightly between 15mm and 10mm.   The base of the design was 2cm thick.
What we would do differently:     This is one of the prints that work exceedingly well, and the student was thrilled with the result, it served its purpose successfully and we wouldnt consider altering it or requiring it to be printed again.
Next steps for students: The student needs to move onto other projects, the only possibile addition to this print would be some form of lettering, naming or message which this print did not contain.


Thursday, February 15, 2018

3D Printed Student Desk Marker

Above: Shown from above showing student name lettering
Challenge: Student with autism is in a classroom where the students rotate desks on a regular basis when we change groups for different curriculum areas.  We wanted to personalise and make something for the student to reflect this.
Background:   We were looking initially at simply a marker for the student, however it became apparent that we could move the marker and the student would know where his desk was and where he needed to be.   The print was  not intended to function this way, but became a by-product of the success of its use.   The student had a particular fascination with trucks and anything related to trucks.   He was able to produce this print with assistance.  A basic shape was located on Tinkercad, that he approved of.  The print was selected on the basis that we wanted to make a significant addition of his name as a major feature.  A decision was made to mount it on the back of the tanker part of the truck, as shown above.   
Level of Difficulty: Low.  Essentially this is a print that was created by a third party and was publicly available, the addition of the input from the student was limited.  The student was able to have limited input into the print design, which is a reflection of the level of autism of the student.
Timeframe: Thirteen hours, with a 8mm nozzle.   The print base was extremely thin and flat (1mm) however this appears to be robust enough with the handling of the print, and the purpose of print was for it to remain static, which is being currently moved by the teacher to mark where the student needs to move his gear and start to get to work at.
Size: The length of the print, from side to side was 22cm with a 12cm height.  The width of the base was 1mm, the truck itself measured 20cm in length, 8cm in height and was ten centimetres across.
What we would do differently: The student has already broken two pieces of the print in the first several days.   One of the horn on the front of the cab was snapped in excitement and the fence on the front of the truck.  The idea was to have a space between the truck and the fence where the student could put tools to help him with his work.   The fence could have been more robust, as over time we will be monitoring the level of damage that is done to the fence, by the student breaking it.
Next step for the students: The student concerned will not be repeating this print, unless another student works with him to replace aspects of the fence (or redesign it).   We have also considered that this process and product could be used to have students report to a particular group, such as occurs in the junior school as the markers could be coloured depending on the filament used.

Tuesday, February 13, 2018

3D Printed Horse (with storage)

Above: Print pre rafting removal showing saddle storage
Challenge: Student wanted to design their second individual print and wanted to feature horses with the design.   Student is a Y5 student, nine years old, designing for the first week of school.
Background: The student found a horse based design, and individualised it by placing a plate on the base of the horse, which their name was sunk into.   To ensure that it could be actually used for storage the location of the saddle/back of the horse had a cylinder shape dropped down into it.  A decision was made to print the horse with Glow-in-the-dark filament as we were experimenting with using it again (previously we'd run some seasonal themed prints but these had proved to be of limited success - see below and previous prints).   The student created a complicated large print, however as it was the first time a print of this type had been attempted the student was encouraged to go for it and complete the process and printing.
Above: With rafting removed - note loss of tail
Level of Difficulty: Medium.  The horse was sourced from a 3D printed site, the base was designed from scratch by the student, who had been shown how to drop her name into a design.   She also had worked out how to drop a cyclinder shape into her design to hollow it out.
Timeframe: This was a twenty hour print.  It could have had a reduced time had the base plate been halved in size.
Size: The dimensions of this print were significant.   The base measured 25 centimetres across, the height of the head of the horse was 20cm from the base.   The base was 1cm thick and as noted this could have been reduced in alter the print time. 
What we would do differently: Glow-in-the-dark filament was used primarily because it was the last spool before more material arrives.   This has proven problematic in the past, as we didn't have it stored in air tight containers once the spool was started.   We had residual filament on the print which was removed however we are intending to tidy up the print once we have the ability to do so.   The student did not create the horse design obviously and usually these designs we do not print, however they had modified it for a purpose which may encourage other students working on along a similar line.   It conceivably could have been printed to a smaller scale.  Rafting removal (which was done by the teacher fearful of the legs breaking, which did not occur) saw the tail break.  This was kept by the teacher and will be super glued back into place once the print has been cleaned.
Next Step for Student:  None given all the circumstances, this was an extremely impressive first print for a student.
Please note: The filament used for this print was Glow-In-The-Dark.  As a consequence we raised the print temperature by the recommended 15 degrees to ensure that it was completed successfully.  This appeared to makea significant difference to the success of the print.

Monday, February 12, 2018

Student Individualised Badge V3.0

Above: Finished print with name details shown
Challenge: Student was new to the classroom and wanted to create a 3D Print for the first time.  He wanted it to be something that he could take ownership of (and produce himself).
Background: Previous we have used a basic block to form the basis of the base of the lettering for a badge/name plate.   This student instead used a 'wheel' as a base from the interface.  This worked better than previous prints as it reduced the amount of filament required, however the lettering still had enough of a base to hold the lettering in place.  It also had another benefit, once the wheel was produced the matter of producing a way to hang the badge without the need for drilling.  As it clearly showed in the photogrpah the gap between the wheel spokes allowed space for it to be hung.
Level of Difficulty: Low - student was able to produce this design the first time with minimal guidence from other students.  The print depended on a basic design from the Tinkercad interface with the added feature of the lettering of his name.
Timeframe: Two hours forty minutes with a 8mm nozzle.  As mentioned this is considerable shorter than previous prints in this series/design on the basis that the student went with a more interesting design instead of a standard block.
Size: A height of 5cm high, 5mm thick (which allowed the print to be particularly robust) and a length of 9cm.  This obviously was flexible depending on the size.  The print was an introduction to 3D Printing and therefore the size was (relatively) limited.
What we would do differently: This was a set up from previous badges/name plates as for the first time the students changed the backing plate from a simple block to a different shape from the main Tinkercad interface, given this circumstance and the sequence of the print (being the students first) there is nothing that would be significantly changed.
Next Step for the Students: Student could target a specific location to produce a sign for, and make a sign or badge for a specific purpose.  Given that it could be suitable for an out door setting.

Thursday, February 8, 2018

3D Printed Week One Projects 2018

Left: Introductory print - approximate time - forty minutes.   Student was experimenting with using a 3D Printer for the first time, and the design was straightforward.

This print measured only three cenitmetres across, reflected in its print time.
 Left: Basic name badge- wheel design.  Student crreated a badge featuring their name, using the Tinkercad Interface template.   Student then personalised it by adding the name.   The wheel base allowed the potential for this to be hung or pinned. 

Print time- approx. two hours.  Size as shown in the photograph.   9cm across. 
 Left: A shopkins inspired original created print.  Student used the Tinkercad template interface to create the 'chocolate block effect.   Student used the same template to create the face image on the bottom of the design, and intends to spray paint the design further.

Print time - two hours.   Design was 6cm across 12cm deep and had a width of 1cm
Left: Personalised student desk tidy prototype.  Student was looking at creating an original design to store their stationary, personalised with their name.   The final design is going to be approx four times the size of the shown design.

Print time - four hours (prototype) final product is expected to be in the twelve to sixteen hour range and size of print will reflect this.

Monday, February 5, 2018

3D Printed Gift Badge

Challenge: Student wanted to personalise a gift for a family member for their birthday.
Background: Ten year old student was able to independently produce this print from scratch, including all details and scaling (correctly).   Student presented the finished print to the classroom teacher who printed it.  There was no input what-so-ever from the classroom teacher.
Level of Difficulty: Medium the print consisted of a main base with additional lettering, the number seven and the butterfly that was added to it for depth and details.   The student had a particular design in mind and was focussed on this size.
Timeframe: Twelve house - this was primarily the depth of the base, which was one and a half centimetres in depth.   This could potentially have been altered reduced.
Size: From end to end the design measured 15cm across.   As mentioned it had a depth of 1.5 cm for the main base.   The lettering and other features were raised 5mm from the base. 
What we would do differrently: Nothing - the student was able to execute the entire project from start to finish with no input from the teacher, just about perfect.   
Next step for the students: The print was straightforward and the student as repeatedly mentioned took ownership of the entire project.  The student could challenge themselves with using more variation with this kind of design, looking to include perhaps some inter-locking parts or parts that work in combination with others.