Virtual Designs: Christmas Theme - Part Two

 

We've started moving towards the end of the school year in New Zealand as we have a school year that runs from February to December - at Auroa Primary School our students have a week remaining.

There's a range of projects that we are trying to complete before the year comes to a close.   Some have a festive theme.   We have used our iPads, the Tinkercad App to create designs, but for the purpose of publishing we have looked to combine a range of 3D Printing with some virtual printing.  In this example shown left the 'bauble theme' from Pic Collage has been crossed with a Tinkercad design that was modified by the student.   It was exported from Tinkercad via the AR/VR feature and then imported into Pic Collage where the AR/VR filters that are currently available were applied

We are then taking the image and going to then publish it as the front page of a Christmas Card, with the student using other apps to produce the lettering and the message to go inside the card.    The design was modified by an eight year old and worked on independently so the teacher didn't have any input into the process.  There are other examples located here or as always you can use the search bar top right to search this entire blog.

A montage of student photos from our recent Virtual Christmas Tree challenge.   Again as detailed previously we used Tinkercad to create from scratch a virtual Christmas tree complete with decorations.  Students then used the Tinkercad App to project the tree around our school grounds in a variety of locations and sizes.  The students had to rotate the tree in each shot to show a different view of it and include in the decorations some unusual shapes or objects as 'easter eggs'.   The process took a block (an hour of teaching) from start to finish - the student was an eight year old who design the tree independently and then went around the school themselves to complete the VR/AR imaging.  This is not intended to be a fully print using the printers.  

Using TInkercad to create virtual Christmas Tree

 

This task took several different stages and was completed during a block of work, just over one hour, in the classroom with the class of Y3/4 (seven and eight year old students).   This task was not considered as a 3D Print project, it was completed with the intention that the AR/VR being the final stage.

Stage One: Tinkercad: Tree Design

The students used their iPads and the Tinkercad App to create a unique Christmas Tree.   The students had to do this from the start using the main design interface.   This proved to be something of a challenge however the students were able to overcome this by using the scribble feature.   This design feature was used to create the first layer of the tree which was then repeated and resized to create the next layer and then so forth to build the tree.  A basic shape was used for the trunk of the tree.

Once this had been completed to the students satisfaction the student then decided to focus on adding the decorations for the tree.   The standard decorations for the tree, baubles are obviously a basic shape.  

 In addition to this the student choose to add some additional features on the tree that would not be expected to be seen which you can see when you view the design.

Stage Two: Tinkercad: AR/VR

One the design was completed the Tinkercad App was used  (in conjunction with the students iPads) to project the tree in different locations around the school.  The students had a series of challenges that needed to be met with the tree in different directions.  For example when the tree was projected onto our school field as shown left this was the 'big' task when the tree was placed somewhere and the size of the tree was intended to be significant.  You can see other examples of this process here on this link.

The next challenge in the series was to place the tree somewhere with the 'small' tag.  This challenged the students to think about composition and where the tree could be placed.  In the example shown left here the students found a wheelbarrow here and placed it in the wheelbarrow so that it allowed some framing for the object.

We had the students take a significant number of photographs but when we came to publishing we identified five photographs that the students felt told the story of the tree and used that for the purpose of publishing.

The tree had to be rotated in different scenes.  As a result of this when the tree was originally designed we made sure the students had rotated the tree a full rotation so we could check that all sides had details and different aspects and viewpoints to it.

In the example shown left the student wanted to put the tree next to another tree as if it looked like a group of trees in a row.   This was another of the checklist criteria that we wanted the students to be able to complete.

While not trying to hide the print as such it was about thinking about where we could locate it.   The process to AR/VR involving Tinkercad is extremely easy for the students to complete independently and can be completed without the need for another App.

The next photo proved challenging to the student where they had the wire fence and wanted to place the tree on the other side of fence.  In essence they attempted to place the design in the garden but couldn't work out a way to address the fence that placed the tree in front or behind of.

Again the design was rotated again by the student and they continued to look for locations around the school where they could place the tree.

Once this was completed and the student had identified the best five photos for this sequence we had a sharing session with the students in the classroom.  The purpose of doing this was to give them feedback about what ideas and creativity the students had developed and allow them to think how they might apply it to themselves.

Potentially this tree activity could have been adapted - we made the students create the tree from scratch, however they are a class of students who have been developing ideas and creations for between six months and two years and are confident problem solvers and creators using Tinkercad.  There are very templates and models of trees available that the students could have used to shorten the process and instead focus on the decorations and the additional features.   We also could have been more descriptive with what the students could have placed or hidden in the tree.

Tinkercad Christmas Song Challenge!

 

Can you recognise the famous Christmas song by looking at the image?

This image was created using Tinkercad, where the student, who is eight years old, found the lyrics to a famous Christmas themed song and wanted to create a literal interpretation of that song in Tinkercad.

Once this was completed (hint: have a look at what the two figures are passing to each other!) the student then took the created image and AR/VR it into the classroom setting.  Once this was done the student then took the image and put it through a filter - which created the overall effect.   Looking at the image, and the details and the presentation can you work out the lyric from the image and therefore identify what famous Christmas song has been shown here?

How could the students added more detail to make the song title clear? (The answer for teachers present, is of course the song is "Last Christmas by Wham!" as the lyric is 'Last Christmas I gave you my heart' and the two figures are passing a giant sized heart to each other).   There are more  images in this group to come.

To complete this process the students used their iPads and the Tinkercad app.   The design was created on their iPads using the Tinkercad App,    The students then used the app to AR/VR the image into another location (in this case the classroom floor).  The final step was to use the Pic Collage app to then apply a Christmas themed filter to AR/VR the amended image.

3D Printing Christmas Cracker Challenge Part Two

 

Challenge: To produce something unique with purpose that would be suitable (size wise) to include in a traditional 'Christmas Cracker'

Background: This design came in the first round of class designs that met the brief that was discussed.  The size of the earrings shown here is deceptive as they are amongst the smallest (and quickest) things that we have ever printed.   That we attempted to print these was very much reflective of the fact that we had the Bambu H2D to attempt to complete this with as the miniature detail is not something we would have attempted with a larger printer.

As per almost every design that is on this blog (unless otherwise stated) this was designed by a Y4 student, an eight year old, using their iPad and the Tinkercad App.   They used Tinkercad for the design and the creation, then used the AR/VR feature to project the creation in different locations prior to printing.  The student worked independently and there was no teacher input into the process.

The student designed one and then was able 

Level of Difficultly: Low - this was pretty much a 101 design task.   This student has been in the classroom for a short period of time but has picked up 3D design and creation easily.  This is a basic design that was completed in a single session.

Size: This as mentioned is one of the smallest prints that we have ever attempted.  The earrings are 40mm in length, 20mm wide and the tree base was 1mm wide, so including the baubles 2mm thick.

Cost: According to the Bamu Lab Printing software the total PLA used for the print was 2g and the cost of the print was $0.04 for the pair.

Timeframe: Twelve minutes, it waa s print that took more time to complete with the printer warming up than printing the project print, which is extremely unusual.   This is the minimum that you would realistically want to print.

What we would do differently/next steps for the student: This activity ticked all the boxes and the print process was completed - the size issue with this challenge was easily addressed.

3D Printed Panda - Tinkercad vs Minecraft

Challenge: To create an authentic Minecraft animal using Tinkercad

Background: Prior to our School Market Day one of the projects that we looked at in-depth was the creation of Minecraft animals, creatures and locations (such as buildings) using the medium or tool of Tinkercad to create it.  There were a series of prints that were created - nearly all of these we 

One of the stand out early designs was the Dolphin which was so successful it ended up as a item being sold at the School Market Day as an item (when converted into a keychain).

The other standout was this Panda.  In this instance the student used Tinkercad and coloured the different parts of the design to create the famous black and white pattern.

The figure looked fantastic as a design and worked extremely well as a AR/VR creation that the student was able to project into the classroom and around the school in different locations.

The final step was the printing of the design and looking at what might be completed or have the print turned into something.   This was completed when the students had finished the design, checked on its viability and then printed it out as a physical print.     

Level of Difficulty: Medium/High.  This student choose deliberately a challenging animal to create in Tinkercad - which had distinct features and a very distinct colour combination.   This lent to a discussion about the students using two different colours to complete the print in future (using black and white).

Size: Printed as it was designed the print measured 70mm across was 60mm deep/wide and was 80mm high,  A key factor in determining the final size will be the purpose of the print once the students have assessed it.    

Cost: This was printed on the Bambu H2D as part of the software for printing we are able to determine that the print used 28g of filament and cost $0.75 to produce.

Timeframe: This was completed on the Bambu H2D.   It took one hour to print - if we had used the Snapmaker machines there would have been considerably more rafting, less detail and the print time would have been approximately double.

What we would do differently/Next steps for the students: This print would have absolutely benefitted from a different colour scheme and as a result we are intending to reprint it once its purpose has been determined.   The creation was completed by an eight year old.

If you would like to see additional ideas from our students with regards to cross over designs you can click on the links to further Minecraft vs Tinkercad designs here.   You can click on this link to see our students combining Tinkercad, their iPads and Pic Collage here.

As always a reminder that you can use the search bar top right to use keywords such as 'Minecraft' and 'Pic Collage' to see the designs and creations that our students have been working on and various projects from the last ten years.

3D Printed Miniature Bee Challenge: Earrings

 

Challenge: To use a craft bee to create a print that interacts or complements it

Background: As we have now completed our 2025 Market Day projects and our follow up work it is allowing us to concentrate on other projects that we have been exploring or looking at during the term.  One such example was the previously detailed 'Miniature Bee Challenge' at the time we used the Tinkercad App and the AR/VR option as many of the design as possible as this was the 'publishing' for the students in this instance once their design was completed.

One such instance was the ear rings that are shown above.  The student worked on the size of them on the basis of the bee, which was only 10mm long and created a honeycomb themed earring, which was then duplicated to produce a matching pair.   As part of the project in general the student had researched honeycomb and was looking at the different shapes that are associated with it.

We have featured earrings several times this year as a way to produce something in high quality that the students can personalise that is also realistic to print in quantity - ie for a classroom.  You can search for many examples on this blog by using the search bar top right and including the words 'earrings' in the keyword.  We also have created an overview slideshow and video detailing all of the elements of this process (from a teachers perspective) which is located here.

As per nearly every design crated by students this year the process was using their iPads for research, then using the Tinkercad App to create the design, followed up by AR/VRing the object into place (again by using the app (Tinkercad) and the students iPads).  In this instance we also followed it up by printing the design on the Bambu H2D.

Level of Difficulty: Low - this is an entry level task for students which was completed by an eight year old completely independently of the teacher using the materials listed above.  

Size: The earrings measured 40mm across at the wide point were 50mm high and were 7mm thick.

Cost: According to Bambu studio on their detailed cost analysis the print used 8.6 grams of PLA filament and cost $0.21 for the creation of the print.

Timeframe: 37 minutes - ideal given the potential scale of the project.

What we would do differently/Next steps for the students: With some slight modification this task would be ideal to feature as a potential item for the 'Christmas Cracker' challenge.

Christmas Projects 2025: Updated 3DPrintSchool Ideas Slideshow

 This slideshow has been updated for 2025 - it includes a selection, ideas and projects that were originally published on this blog, with links details etc.  It is designed to give you some options or ideas relating to the use of technology in your classroom.

All projects were created using Tinkercad and an iPad by students who are between seven and twelve years of age.   If you have any questions about any of these projects as always you can contact the person who is responsible for this blog at: myles.webb@gmail.com

3D Printing Christmas Cracker Challenge

 

Challenge: To produce the 'item' that you might find in a regular Christmas cracker.

Background: This challenge was based around the concept of the students developing something that by its nature needed to be small.  The item needed to fit inside a cracker to meet the success criteria to be printed - if it was too big too fit in, it was 'out'.

This really refined the students designs as early in the process the students typically went too big and when they then adjusted the size to meet the criteria the purpose could be lost.  To ensure that it was correct I purchased a small amount of crackers from the dollar store, this gave the students more spatial awareness of what they were dealing with and how they were also challenged.

An early example came left in the form of this tree.   

Level of Difficulty: Low - this was a whole class activity and a range of responses were expected while some would clearly hit the mark easily the restrictions on size caused a challenge that some students really found more challenging than they should have.

Size: The tree measured 50mm high, was 30mm wide and was 10mm deep.  It was designed as a ornament to hang on the tree, although there was a hole in the star that was supposed to allow a thread to be passed through it to allow it to be tied.  This hole was too small for this purpose so it had to be sent back to be redesigned.

Cost/Price:

The dimensions of this print meant it used 4g of PLA and had a cost of $0.10 NZD.

It is one of the selections of 3D Prints that the students designed that looked fantastic as a Tinkercad design, looked wonderful when AR/VR around the classroom and in position as a tree but possibly lost something in the translation of becoming a print.  It would be possible to make this multiple colours potentially.

Timeframe: 17 minutes this was a situation where the machine warming up, starting the process and preparing to print took longer than the print itself.

What we would do differently/Next Steps for the Students: The student met the brief however there are adjustments that are required - the connection to the way to hang the decoration at the top of the tree being the most obvious.   The print would be a great example of something that could be used for a bunting etc as its size and time frame means the potential of the printing could be completed en masse.

3D Printed Christmas Decorations: 2025 Edition

 

Challenge: To produce an original Christmas decoration suitable for display.

Background: As we have been producing projects and ideas with and from our students using our iPads and our 3D Printers since 2014 we have a large and significant bank of examples that have been created from the past which we can sometimes use as a starting point for design tasks.   In this instance the design shown left was part of a group of designs that were first published here in 2022.  The idea at the time was really simple, using Tinkercad, the Tinkercad iPad App  to create something simple but that had the recognition factor.   Importantly since this print was conceived and developed the quality and speed of the prints that we are using have improved considerably.   The basis of the design was the same - it was the 'scribble' option from Tinkercads main interface (for the leaves) combined with three geometric shapes and finally a ring to allow the object to be hung.   As we had one of the originals in the classroom to act as a guide for the students it took a seven year old under five minutes from the start of the build to the completion of the design.

Level of Difficulty: Low - this was designed completely independently by a seven year old and was completed in a very short space of time - they are a talented designer and this was easily within their abilities.

Size: This print measures 100mm across, and was 100mm high.  The print had a width of 5mm.   This was slightly larger than the original that was 60mm by 70mm (and also 5mm thick).

Cost Price: The previous version was not produced at a time where we had a Bambu H2D at school.  There was not any rafting with either version, in this one the printer used 16g of PLA filament and the identified cost to complete the print was $0.42c (NZD).   

Timeframe: The original print three years ago took slightly under ninety minutes to print.  This revised version, which is larger took fifty minutes to complete.  The finish, which is visible somewhat in the photographs with the Bambu H2D is clearly superior to the original with a smoother finish.

What we would do differently/Next steps for the students: This was a very straight forward project by adding additional details the project could have had a longer focus.  Obviously the design could be tested and put in place with the Tinkercad App and the AR/VR option for it.

As we have stated we have an entire slideshow related to student Christmas themed projects (which is shortly going to be updated for the 2025 'season' available in the Guides/Special Projects tab on this blog above.

3D Printed Trophy: Junior Exemplar

Challenge: To produce a 3D Printed trophy suitable for end of year prize giving. 

Background: This project has been detailed in three previous posts on this blog and has now been updated as it has reached its finishing stage.  The challenge came originally from the school principal in a whole class AR/VR challenge which is listed here.

It continued with a development of the first physical versions of this print which were detailed here.  As this was something that we were looking for a very refined print, it was adjusted several times and a second major reshaping took place and was posted about. on the blog here.

These refinements have allowed significant progress and contributed towards a more polished finished to this print.

The completion of the process took a bit of a back seat due to the 2025 School Market Day however since that event has now been resolved it has allowed us to return to projects that were in the works prior to that.

The final two versions of the print are shown left.  The first (on the far left) was used several times before a final design decision was made to increase the size of the print so that the 'plate' piece at the front could hold more information.   In addition to this we printed it using a 'marble PLA' to give the design the look of a stone type trophy.   The plate at the front is interchangeable, being replaced and colour matched depending on the award that needs to be given.  The entire project has been created and actioned by a eight year old student using Tinkercad and their iPad to design and create and manipulate the details.

Level of Difficulty: High - this design has seen a lot of revision and a lot of work and the effort that the student has put in is not for the faint hearted.   While they are a Y4 (eight) year old student they have been using Tinkercad for two years and produced a number of detailed designs.   There has been several hours work put into this design to get it to this stage.

Size: The final design dimensions are the rectangle at the front is 95mm across is 30mm high and is 35mm deep.  There is a distinct edging for the inside plaque to be put which is 5mm around the inside of this.   So the insert will need to be 90mm by 25mm and 5mm or so wide.

The base of the main design is 130mm across and is 120mm high.  The main disc is 10mm wide as it the bordering pieces.

While slightly smaller versions have been created this was intended to have the balance between this and the smaller designs.

Cost/Price: Based around the Bambu Studio Lab suggestions this print will be using 105g of PLA to complete the print - this would mean that a regular 1kg roll of filament would be able to produce just less than ten prints - and that each one would come in at around $3.00 NZD to produce.

Timeframe: Using the Bambu H2D the print as a run time of just over four hours.  We would not consider using the Snapmaker machines for this print as there is considerable details in the lettering and we would be expecting a print completion time of double.

What we would do different/Next steps for the students: We would consider this project now complete as the original brief has been met.   This is not intended to be a mass produced item (or if it was it would need to be scaled down) the idea being to gift one to students for prize giving for the school.

3D Printed Junior Challenge: Miniature Bees

 

We have talked about in the past how were always looking for things that might combine from the 'real' world into a 3D Design challenge or a 3D Printing challenge.   Examples of this which we've covered this year was the cyclops challenge which was based around the use of an oversized eye as the starting point for a project that morphed into the 'cyclops' project, the dolls house project which started with our students looking to repair something local or our art stencil project where we asked our students to use Tinkercad and their iPads to develop their own stencil for use with art.

This challenge came in a similar vein - we were looking at bees for shared reading and this provided the theme.  We again source from a local dollar store a bag of 'miniature craft bees' we then presented them to the students and encouraged them to think about ways to build a design around the object.   Early examples from our seven and eight year old students had the students using Tinkercad to combine a bee shape (from the main interface, left) with a small group of the craft bees.   The student had some knowledge about queen bees and their role so wanted to show this was a queen and therefore used the 'scribble' feature to add a crown and some regal features.  The student then took their iPad and used the TInkercad app to project the queen onto a scene with the 'real' bees.

The student shown left had a different idea - they wanted to use the bee as an inspiration to create honey comb earrings - with the craft bee placed there for scale.

We have talked about the suitability of ear rings as a realistic project before in terms of print times and detailing.   We have also created a slideshow (for teachers) detailing the process of how to create such a project.   Again the student to display the creation used the Tinkercad app and its AR/VR ability to project the earrings into place so they could determine how they might look once they were constructed.

This design challenge also allowed students to work on their own bee designs and also have a conversation about the parts of an insect and its composition.   The colour matching on Tinkercad also included discussions about the stripes, the wings and the details.   The student not only then projected their own AR/VR bee next to a 'craf't' bee they also created an entire flower (right) and started to look at pollination and the different features of a flower (again which lent itself to another AKO or investigation).

We also had students who were a bit less confident use the designs repeat feature to build a scene like the one shown left.  This is typical of something that the students can create, then use for a purpose (in this case it was projected onto the floor of the classroom).

This featured the first 'queen' bee (from the top photograph which was then transferred between students for some to use again or put a different spin onto it.

This open ended challenge also allowed students who were operating at the other end of the design scale to share their ideas - as shown left.  In this instance the student has been experimenting with hinges and locks and wanted to print an entire box.

We are likely to break this down in seperate pieces and print it as a set.  In every case we are going to have a sharing session with the classroom where we can apply to the students the same questions that were a key cornerstone from our recent School Market Day - can you personalise the print? How can you use your iPad to create? How can you innovate or improve your design once it has been started?

3D Printed Spinning Top: Follow Up

 

This is a follow up post about an activity that we have mentioned several times in the last week, and one that is working really well with students in terms of being practical and also achievable.

Credit where credit is due - Tinkercad the browser based software which our students do nearly all of their 3D designing on, in conjunction with their iPads.

One of the really interesting things that has come out of this challenge in terms of making physical spinners is that the larger spinners have not proved so far to be the most effective which has caused the students to consider the engineering aspect of what they have been making.

We are holding a competition this week where we are wanting students to spin against each other in competition aiming to last the longest with the best original design.   We will be adding this to our blog in due course in the meantime this is another video explaining this process and providing some demonstration of the students work:

3D Printing with Five Year Olds

 

Challenge: For a Y1 student (a five year old) to be introduced to CAD design and construct their first print, as tutored by a Y4 student.

Background: As a teacher one of the most reluctant aspects that I personally had when shifting levels was the prospect of using Tinkercad with junior students here at Auroa Primary School, this was proven a very long time ago to be a non-starter not only have the students constantly come up with great ideas and engagement with their iPads and technology.

In this instance a pair of students from the core classroom which is seven and eight year olds went back to a junior (five year old classroom).  We have worked with five year olds already this year on a couple of collaborative projects - which you can see by clicking on the link here.

While there are a series of prints featured in this post they have all followed the same design and creation format, so we will treat them as a single example.

The basis for all of them is the students name, then projected around the classroom as a object (using the AR/VR function of the Tinkercad App and the students iPad).   This was shown to the student (the Y1) and the student was encouraged to continue the process.   

The Y4 tutor also was clever in her design of putting two capital letters into the design the first was to exclude the possibility of the 'i' being unlinked in the result of printing (as can be seen with 'Abbie').  In the second instance the Y was made a capital so it would sit above the line and not be reduced to handing  underneath.

As can be seen once the students had projected the image inside the classroom they then moved outside and projected it to be bigger than the single storey classroom the student is from, and allowed her to manipulate it further.

The final manipulated image was taken on the school field where the image was made as large as was feasibly possible and then a photo was taken using the students iPad.

From the start of the process to taking the photos was approximately ten minutes.

Once this had been completed the students then again looked at the 3D Print design and thought about how it might look.  The first version of which was printed.  This print measured 80mm in length was 15mm high and was 20mm wide.   This took only thirty minutes to print on the Bambu H2D (included in this was essentially fifteen minutes of printer preparation time and 15 minutes of actual printing).

The students realised that while this had some appeal as a practical print it was small, so a second version was created.   This was then doubled in size.   Even on the smaller version the precision of the Bambu came to the fore as the printer was able to print the lettering with minimal rafting or waste plastic/PLA.

As can be shown by this print (in yellow) the print itself would benefit from an increase in size to allow it to have a touch more stability.

In this second version (shown immediately to the left) the print time has increased to just over one hour.  The new dimensions for the print are essentially double of the previous print - that is 140mm long however 40mm high and 25mm wide.  The provided more stability 

3D Printed Key: 2025 Junior Exemplar

 

Challenge: To produce an original piece of work as a gift suitable for another school to use in some way.

Background: We have been wanting to look at working with another school on collaborative projects and including design that could be unique and something special for another school.

As we noted previously we looked at working with another ADS (Apple Distinguished School) from Auckland, New Zealand, The Gardens School.

We had the students create a range of ideas based around the logo of the school - the challenge for the students was to create something featuring the Gardens School logo.   As detailed our students worked in various dimensions of Tinkercad to produce the logo.    We stressed to the students the importance of accurately depicting the logo as closely to the original.  Various versions of the design were attempted by the students and then we used AR/VR to project the ideas around the school at different locations.   This tested the viability of the design.

The colour matching that was available for the project came in the form of the main interface of Tinkercad.  The student relied on scribble from Tinkercad to provide the koru detail.

Level of Difficulty: High - the detail in this project need to be particularly careful and respectful of the logo and its importance to another school, creating something that was not considered close was something that we steered the students away from creation.  This was always intended to be a project where we would have a narrow number of final products eventually 3D Printed.  While this student is a Y4 student (eight year old) they have been constantly creating a high degree of designs throughout the year.

Size: This is something of an oversized keyring as the project currently measures 100mm by 100mm.   The print has an outer rim which is 10mm high on the outside, and 5mm on the inside - this creates a layering affect with the design which is eye catching.   The font is faithful to the original being two regular fonts with the 'Gardens' part of the logo again relying on the student using scribble to create.  This is designed as an oversized keyring for teachers with teachers specifically in mind.  For it to be more practical the project would need to have been reduced in size as it is not intended to be put into a regular pocket.

Cost/Price: Using the reliable feature on the Bambu H2D with regular prices for PLA which we are currently experiencing at $30.00 NZD for a 1kg spool of filament this print requires 36g of filament to complete and this would have an associated cost of $0.90c to complete.   For a full regular roll we would be able to produce 27 units on regular settings and infill.  There is no waste PLA with this print - that is it prints as shown directly onto the plate without the need for any waste plastic support.

Timeframe: Using the Bambu H2D this print takes just over sixty minutes.  Given the detail with the lettering this would be the best potential result for the machine to complete successfully.

What we would do differently/Next Steps for the students: This is not a project for our own students it is very much intended to be something for the students to do for someone else, and therefore judging its success is very much dependant on others opinions of the final product.

If you use the search bar top right and use the tag 'Keyring' you will see a multitude of projects with this theme.

3D Printed Spinning Top Exemplar

 

Challenge: To produce a unique and personalised '3D Printed Spinner' that is able to be spun and last the longest in the class.

Background: This came from the Tinkercad challenges. The template came from this page as the idea was not something that the students had considered prior to that.

Level of Difficulty: Low-Medium.   With the template available for the students to build onto everyone can essentially complete the task - the detial comes in the personalisation and once all the students have started testing the spinning tops we want the students to focus on the variables that will make a difference to the different tops ability to spin for as long as possible.

Size: The idea of printing an entire unique class set of anything can be daunting but this design measures 60mm high and is 40mm wide at the main base part.  That leads in nicely to the....

Cost/Price: This print took 10g of plastic to make and the cost suggested via Bambu Lab (which tends to be very accurate) was 40c (NZD).  There was a small amount of rafting associated with the bottom of the top.  

Timeframe: Forty minutes to complete the task using the Bambu H2D Printer.   

What we would do differently/next steps for the students: As we have mentioned the intention with this is to run a series of class competitions around the students ability to spin the tops for the longest time.   We want to lead a discussion about balance and weight, relative to this print and allow the students the opportunity to develop their ideas.  Also as part of the process we want to look at time and recording the length of the spinning, using our iPads to do so and considering how we might record this information.   We also want to look at technique etc. so this project is going to potentially make a nice finish to the year for the students.

Tinkercad/scribble + Pic Collage Filter

We have a range of students in the classroom a group who have been working in the class time provided (which is usually once or twice a week for forty five minutes or so) and also in their own time to use their iPads to develop their design skills.

During that time in class over the course of the year we get students who develop their ideas and skills and we build into them the ideas, encourage creativity and look for ways to have moments of excitement and magic with them.  Sometimes in the time frame they work this creativity in ways that is great to share.  As we posted recently our creative 'festive' designs have started taking shape for the year.   

Another example is the original design shown left.  This was created by an eight year old student whose been designing in the first year of using Tinkercad as an app.   The student tends to be a little reserved with some of their ideas.   They opted to use the Tinkercad scribble tool which we have used in the past and created an elf like figure, which is shown in the photograph above.   They then used their iPad and the Tinkercad apps AR/VR function to start projecting their image in different locations around the classroom.   In the photo above it is 'standing' on the floor of the classroom.   The student has used one of the 2025 Market Day Christmas trees to include in this projected image as she intended to use the Pic Collage filter for the next step.

The image shown left is the Tinkercad image, which has then been VR/AR projected onto the floor and then screen shot, which has then had the Pic Collage Silent Night 2 filter (which is currently free for anyone who has the app) applied to it.

The filter has taken the design added additional features, taken the tree at the front, coloured the entire photo and then added the additional colour and stars to the picture.
 

There are currently a range of filters with the app that are available for use (and free) and the student used a range of them with her Tinkercad image.  She settled on this final design as she is going to create a Christmas Card using this image as the front of the card, with additional lettering and a message on the inside.

As noted the entire process took under one hour.   Other students also created a range of designs using Tinkercad for this project, searched through their Tinkercad accounts and looked for other designs that they could import and then 'filter'.   Some students opted for figures but we also had others building entire scenes such as the typical 'Santas Grotto' with a range of buildings and other features.    This task (using scribble) could easily be completed (successfully) by younger students.

3D Printed Christmas Design

 

Challenge: To produce an original, unique Christmas themed festive design.

Background: We tend to start this process each year at this time building on what students have completed in the past as it tends to be a universal activity and as we usually like to print at least one print for each student we want to be able to complete it in a realistic timeframe.

As we previously mentioned we started the activity with an open challenge to students and this design came out as a result of it.  The student wanted to shape a face themselves and came up with this idea intending to modify it later but it was pointed out to them several times that the design of the face was very similar to a lego-man face, which the student was happy with.   The student who created this project is a seven year old working independently in Tinkercad with just the app and an iPad.

He was especially keen to work with the colour palette and while that wasn't available with the 3D Print at this stage did use the colours available to detail what he wanted it to look like.   The image shown left is the design, created using an iPad by the student who has then used the Tinkercad App and has AR/VR the design into different locations so he could see its composition and to check it.

Once the student felt that it met these guidelines the final stage was to opt for printing, which was completed using the Bambu H2D.

As this has now been completed the student is looking at developing this idea further as questions were posed to him about further detail that he could add.

The design was also put through a filter, in this case the Pic Collage, Magic Camera, Silent Night 2 Filter.  The results of this can be seen left.  

The entire process from creation, design to AR/VR and then filtering took a single block of school time (which was forty minutes).

Level of Difficulty: Medium - This student has shown several times during the year that they have creativity and excellent awareness.  They have used their iPad and Tinkercad to produce a number of outstanding projects such as the 'cyclops' series of prints.  They were also a key designer who has been responsible for a series of iPad and iPhone stands.

Size: The print in its original form measures 40mm across is 50mm long and the main part of the shape is 50mm high.  As a whimsical design to amuse and be hung from a tree these dimensions are correct.  

Cost/Price: The unit cost essentially $0.80c to make based on the now standard $30.00 NZD per 1kg roll of PLA filament.

Timeframe: This print took seventy minutes to print and was completed using the schools Bambu H2D printer for precision and speed to complete the project.

What we would do differently/Next steps for the student: The colour matching with a four nozzle H2D meant that the student could potentially have four different colours on the print and that is something that they could look into.   The design was amusing but could have had additional features, either for the student to go compltely lego themed or move in a different direction.  

Tinkercad Design Challenge: Spinning Top

 

We have spoken at length on this blog on the technology that the students use (iPads as we are a 1:1 iPad School and an Apple Distinguished School) and that on our iPads we primarily use Tinkercad for creation of 3D designs.

We also enjoy looking at the resourcing that is available on Tinkercad and one particular challenge at the moment has the attention and the imagination of the students.     

Under the resources tab on the Tinkercad website there is a range of challenges and activities for creation.   The 'spinning top' challenge is currently live, and will be until next month.  The template is available online which allows the students to build a design extremely effectively.   

Our students have spent time using the prototype and experimenting with different designs - the initial print is extremely reasonable timeframe which has meant that prototyping has been relatively easy.

The latest version designed by our students shown left took just over forty minutes to print.   It was completed using the Bambu H2D printer.   It measures 60mm in total length and is 30mm across.  The handle for the spinning is 20mm from the top.  

This design has taken an idea that the students like using motion to something practical that they are enjoying playing with as they discuss engineering ideas and we have tried to start conversations about the concepts of force, balance and personalisation and how this might affect how it works.   We are already talking about having some kind of competition to see how long the best designed and engineered spinning top is going to spin for (which of course will lead to discussions based around time and recording this accurately).

All things being equal during the coming week we will be able to print either a full set or very close to a full set of the student creations of these before we begin a testing process.