Junior Masterclass: Monster Exemplar

 

Challenge: To create an original monster with storage as part of a classroom challenge.   

Background: This came as part of a general classroom challenge that was set for the entire class.   One of the students began to work on a design that was inspired by the Pixar Movie Monsters Inc.  The student used the main Tinkercad  interface for details such as the hands and the feet and spent considerable time ensuring that the creature had balance.   The hands were designed deliberately to complement the base of the monster and provide balance for the overall project.

Once the design was completed the student then applied the Tinkercad Apps AR/VR function to the design to their creation.  This allowed them to check the viability of the design prior to the 3D Printing.  As the figure itself lent itself to being comical the students spent considerable time placing the figure in a number of locations interacting in a range of situations and with others.

The final stage of the initial development was for the student to make decisions about the decoration of the print after printing.   The student wanted to spray paint the design, then spend time with the decoration of the eyeball as a dominant feature.   While this has yet to be completed the idea from the student is to use paint for the eyeball and then put the detail into the iris etc.

As shown left the student opted to change the colour of the red PLA by spray painting it lime green.    The student who created this design was a Y4 student making them eight years old - they have been designing for the second year using Tinkercad.

During the removal of PLA the teacher made every attempt to minimise the removal of the print itself, as it is always a delicate matter.   The print suffered some small damage with the horns and the teeth of the project.  

The teeth that were in the mouth also suffered some unintentional damage to some of the oversized teeth.   However enough structure was maintained in the model to make it a striking example.

The student was able clearly demonstrate as well that they applied a basic shape to the head which meant the the design had a purpose of storage and also reduced the overall print time.

Size: The main base of the print measures 100mm long is 70mm high and 60mm deep.   The arms as shown are 30mm across and 70mm long.    The print dimensions could work in a variety of sizes however this was intended as a large size for the storage purpose.

Timeframe: Six hours the arms needed support as did the base of the design around the feet and the teeth.   This was unavoidable in this instance but needed to maintain the integrity of the print.

What we would do differently/Next Steps for the Students: The student was thrilled with the result, it goes without saying however there are additional things that they want to focus on.  The horn has already been mentioned, needing to be more robust, the teeth suffered some damage when the rafting was removed - both these would need to have a slight increase in size.   The student has, as noted, made plans to change the eye of the design into a focal point.

3D Printed Glow-in-the-dark 2025 Edition

We have started the process of looking critically at each of our Market Day 2025 projects and asking ourselves how we can offer something different to our project and how we can increase the desirability of our products.  One of the discussion points that we have had was our students was how they might be able to integrate glow-in-the-dark filament into their current designs.   This filament would be used as a point of difference for a design as we see it used infrequently.   The process by which it is used in the classroom is identical to how regular PLA is used, the only difference that we have noted in the past on this blog was that the quality of the print was not as robust with this speciality filament.   This is not the case anymore as the PLA that we have been using has printed more or less exactly how we would expect it to print.   Previously when we printed using the special PLA it tended to be something we moved away from after a short space of time for that reason.   In this case we took three examples of Market Day 2025 Products and applied the same process to them.

Although the photographs shown do not completely show it, there is a clear level of illumination from using the product which gives it a point of difference.

Several of our Market Day 2025 products either feature light or light aspects (as we have shown night lights have proven to be popular).    As a result combining the design with the student creations have served the dual person of further innovation but also allowing a point of difference to be created.

Laser Cut School Tokens

 

We have a reward system for our students based around our school values.    Students are rewarded for behaviour and participating in school events, receiving a token in exchange.

This item is then put into a bank when it can be counted for the assembly on Friday.   This was produced on the laser cutter and cut into perspex.

This is something that measured 50mm across was 5mm thick.

It was able to be produced significantly and in large numbers.

3D Printed Market Day: Bath Toys

 

Our groups are currently preparing for our 2025 Market Day at school, which is being held at the start of next term (so this term we are completing the process of making of the personalised items).    As we have stated before one of the groups is based around the idea of bath toys.

They are now producing their items for our school event.   They have been testing the prototypes and also looking at refining their original ideas to ensure that they are unique but also viable to be sold for a nominal fee.

As we have detailed previously with a 20% infill as a default for nearly everything we print here in most cases the 3D print as a result is buoyant and will float when placed in water.

The group came up with the idea of producing a range of Octopi called 'Ollie the Octopus' which are produced in a range shown left.   The students have created features on their designs and also added some basic accessories for the design, although this created several challenges.

One of the most pressing has been the fact that when the print floats in water if it is too top heavy it will tip over instantly as is the case with the angled top hat shown left.   Students have addressed this issue by ensuring that the print is balanced.   The same issue arose earlier this year with our boat building challenge.

This has taught the student a valuable lesson in balance.  We also have had opportunities to test the prints.  Our junior students have a morning once a week where they have a discovery time at this time they are able to create and explore.   This past Friday one of the activities involved 3D Printed designs which have featured on this blog in the past.   These designs are now several years old however there has been no affect on the prints since they have been completed and they are constantly used as a point of reference.

We included prints shown left such as the butterfly from 2022, the Amazon Dolphin from 2023.    Students were able to interact with this prints, some of which floated and some of which if they had a hole in them, as a result of the printing process,  

3D Printed Cat Storage - Designs V4.0

 

Challenge: To use the cat theme to develop ideas to develop an original project with a practical use.

Background: Stage one of this series was the basic cat designs detailed here.   The second phase was the query to the students - how can you develop this idea further? How can you make something functional that still has the (literacy) theme of cats?

The obvious challenge was for the students to build a box or storage, however this then needed to have a clear cat theme.   One of the eight year old students in the classroom then developed this idea, which was a box shaped cat.    The main shape came from the Tinkercad design page.

The body was created by a geometric box shape that was then manipulated to the design shown.   The student wanted to add the typical cat features which then included putting two cones on the top of the design for ears and a tail at the back (both shown in the photograph on the left).

The final stage of the design was working out a way to produce the character of face on the cat.  For this the student used the 'scribble' icon that is present on the Tinkercad interface.    This allowed the student to create a design that was quirky and comical but also allowed some licence.   The student opted to keep the whiskers from the cat on the base of the box for stability.    They used the other shapes for the eyes etc.

The final aspect of the design and the creation was to hollow out the design for storage, which we have detailed in the past.  This was an extremely easy process.

Size: The design measured 90mm by 60mm by 60mm.   There could have been a larger storage area produced by hollowing out of the design, without compromising the integrity of the design.

Timeframe:  This print took four and a half hours to print on the regulation default settings for the print.   

What we would do differently/next step for the students: The tail design of the cat could have had more detail or more depth to it, which could have provided a challenge for the student.   The student as it was, was very happy with the project and its execution.

3D Printing - 2025 Flexi-Animals Project Completion

In May of this year we had a small group of students attempt the process of developing their own version of flexi-animals, a design idea that has proved to be one of the most enduring popular items on this blog over the last few years.

Initially their designs focussed on completing the linking successfully and the students have now been translating this back to the original target of applying the linking back to a range of animal designs.

As shown in the photographs left the blocky linking has been completed.   In this example the student wanted to focus on a cat, she has opted to develop this further and to change the facing of the head to a silhouette of a cat.   The print is supersize at present - with it being 140mm wide, 10mm thick and 120mm high at points.   This print took four hours to complete and the focus was on testing the linking.

The design was then scaled down tow a quarter size and additional prints were completed to test the viability of different PLA filament.

Of particular note was the difference between the two examples shown left which are direct copies of much larger print shown above.     The red regular PLA design was able to function as expected including being able to move with the linking - the 'rainbow' PLA (shown below) did not survive the printing process the head, body and tail separated.

This is something that we have experienced before.

3D Printed: Advanced Cat Designs V3.0

 Challenge: To build on a basic design and create something functional and fun!

Background: This student opted to go with a design that was not the traditional shape but instead was built up, with the storage being long and tall in the base of this design via the head.

As with other prints in this series the details were based around the literacy 'cat' idea and topic.   Students started with a short term basic design (which needed to be completed in under one hour) which produced results such as this.  The next phase was the expansion and purpose design making sure that the designs had storage.

We detailed previously about the use of eyes with prints to include with their design.   In this example we used sticker eyes that worked with this print.   This was not the intention initially the student had eyeballs in place on the print, however these did not attach successfully to the print - leaving the perfect place to then attach the stickers.

The storage option with the model can be clearly shown left, with the hole running more or less the length of the design.  The student concerned with the project is a Y4 student who is in the classroom for the second year working with Tinkercad.   

Of note with the design is the false feet on the design which are raised slightly above the base of the design, and they are also on both the front and the back of the design (which provides stability).

Size: The print measures 70mm across at the base and the main shape of the design the design is 140mm high.   As a storage for pencils and pens this is an excellent configuration.

Timeframe: Three hours.   There was minimal rafting for this print, therefore these times (on regular settings).   

What we would do differently/next steps for the students: This design has worked really well and the student is extremely pleased with the result.  The whiskers which can be clearly seen in the first (top) photo are designed to be robust to survive having the 'rafting' removed the student was potentially looking at adjusting these.

3D Printed Cat: Advancing Designs

 

Challenge: To produce a cat that provides more details and depth.

Background: Our initial Cat design challenge for our junior students had students creating basic designs some of which were initially quite blocky.  The follow up design challenge for this saw students start to add more details and creations and work the prints from basic static designs into more creative ones.  This resulted in upgraded storage designs.

The next step for advancing the design for students included looking at having realistic or cartoon features adding a clear 3D element and looking at incorporating eyes into the design.  This happened somewhat by accident as the design shown in these photos originally had sockets but not eyes and the student concerned very much favoured the use of purchased eyes as we have seen on recent prints that have been ordered from sites such as Temu.  As a temporary replacement the student used a set of cartoon ideas that were from a junior classroom that are used for general craft activities.

There are a few subtle details to the design that are not obvious at first glance.  Importantly the student has designed paws for the cat and duplicated the master three times so there is a matching set of four legs.  The tail option has come from Tinkercad from the main interface.

The student opted to personalise the design by inserting their name into the design on both sides, this was done by sinking the lettering in the base of the design instead of having it external to to the print to give it more stability.

The design has the potential for storage in the back to ensure that it has a purpose,  This was done by simply applying a basic shape to the back of the design and then removing it.   

There was a considerable amount of rafting with this design based around the base of the design (the legs) and some of the features that were around the face.

The use of the correct eyes (cat or animal eyes) would enhance the presentation of the design.

Size: The body of the cat is 80mm in length, the legs/paws are 35mm high, the width of the main body is 50mm.   The head is 40mm long and 30mm wide.  The tail extends 60mm from the base of the cat.   The design was quite large and eye catching, so these dimensions made sense in the scheme of things.

Timeframe: Five hours - there was considerable rafting with this design as noted however this was essential for it to be able to stand independently.

What we would do differently/Next Steps for the Students: The whiskers and the facial features came later in the process than did the eyes, so that would be something to consider to work into the design (that is to supply the eyes to the students first and work the facial design around this rather than the other way).  The storage options are limited given the size and dimensions of the cat.      

3D Printed Designs: Cat Upgrade V2.0

Challenge: As described previously to extend a design based around a cat theme.

Background: We detailed this in a previous post explaining the intention behind it, the process that the students were involved in an some considerations for their design and progress.  You can click on that link for the information here.

In this example student used a template that they found online of 'Garfield' the cat.   They then needed to show that they could modify it to have a specific purpose (storage) and that they could adapt the print in a way that meant that it would be personalised.

The student worked to introduce a tail to the rear of the design (shown in the photograph on the left) and created a set of whiskers that were placed on the outside of the design (as shown left).    The student then modified the design by introducing the storage element by hollowing out the head of the design, which is an easily achievable task using Tinkercad and only requires  a few short steps.

This was done independently of any teacher input by a student who is Y4 (that is the student is eight years old).

The print was completed using a multi-coloured print PLA that created a shading affect that was not intentional with the colour combinations being the result of the PLA in use.

The student is already using the object as a storage unit.  

It took four hours to complete the printing at the standard settings (default for infill etc).   It measures 140mm across, is 100mm wide and storage was 75mm deep and 60mm across.

3D Printed Term Three Project Updates

 

Currently our Kickstarter inspired Market Day creation videos are currently online on our school website.   These have had the students focus on innovation and personalisation.   You can view the videos from not only Room Seven but also the senior school in general.

In our class the students have been divided into seven different groups each with four or so students.   The students have used a range of our school equipment including the 3D Printers, with Tinkercad used to create unique projects and also the School Laser Cutter and we will be using the Sticker Machine.

An example is the group producing bath toys, as shown left.  They are refining their designs, looking at what they can create and what design aspects need to be considered.   One of the issues for instance with balance with these creations is that if the top of the design is too heavy it will cause the design itself instead of floating to tip over constantly.

Another of our group is producing beads that when they are linked together spell out the name of the student and also have images and designs on alternative blocks.  These students have been refining their designs to ensure that they cover every letter and improving the design of them (as is sometimes the case the designs can look pleasing in virtual form but when they are subsequently printed they can sometimes loose details.   You can read about their efforts here.

This term we are going to allow the students to process the orders, complete the personalisation, packaging and manufacturing and then have the students collect the designs on the Market Day itself, which is intended to allow the students to create unique products within a time frame that is realistic.

Our structured literacy theme is based around weekly subjects, including cats this week.   The shared reading tasks are a way we wanted to bring CAD design task in for our seven and eight year olds.  Given that the turn around was a single week, including design and there are twenty six students who are in the classroom the prospect of printing an entire run of projects was not realistic at this point (as we have mentioned in the past we have three printers that are available to use school wide).   For this project we printed some of the initial designs and then we used the Tinkercad App and its VR/AR function to complete the design.   This allowed a range of students to produce Tinkercad designs and check their viability prior to potential printing.   We have published a slideshow dedicated to non printing options including using filters which is available via this tab here.  In this example shown above the actual print is on the right, the virtual design is on the left and this is without any additional filters being added to the project.

3D Printed Designs: Cat 'Upgrade'

Challenge: To produce an 'advanced' version of a 3D Print with a cat theme.

Background: We have detailed on this blog the literacy theme based around 'cats' for the week in the classroom.  As a consequence for the CAD design tie in with this writing we asked the students to create a cat theme Tinkercad design.    

While there are a range of prints and designs available not only on the main Tinkercad site but also on design sites with public domain and donation sites such as thingiverse.   We used a range of these as examples for our students and had a discussion with our students about these designs and how they could adapt them - with the emphasis based on personalisation and innovation.    This is the major theme of our School Market Day which is being held later in the year.

The first step was the original cat design - this featured the students using their design skills.  We printed a small number of these cats initially as physical examples in addition to that we used the Tinkercad AR/VR function using the students iPad.  This has allowed the entire class to produce a range of potential 3D Prints along this theme without necessarily printing the entire range of designs.

The next challenge for students was to take on a more advanced design challenge - again maintaining a theme of 'cats'.

One of the particular insistence with the design was to ensure that the student had a purpose for this design and was able to adapt it to show it had a purpose.

In the example shown left the storage which was introduced into the design to ensure that it met a purpose.

Size: The design measures 80mm across was 80mm high and the base of the design is 60mm wide.   The whiskers that were featured on this design were created with the intention of being cosmetic rather than accurate.   The balance of the design and the size from the students meant the dimensions with this creation meant that it served the purpose.

Timeframe: Four and a half hours to print the design.   There was no 'rafting' involved with this print it was printed as it is shown (except between the whiskers which was minimal).   This was on our regular default setting with the twenty percent infill inside the print.   Given the dimensions of the print and its purpose it was reflected in the project.

What we would do differently/Next Step for the Students: The student could have inserted some more personalisation to the print, with either their name or initials located on the print and they also have space for this on the back of the design.   The student is looking into the possibilities however they are very pleased with the project as it stands.

3D Printed Junior Basic Designs - Cats Part 2

 

This is the follow up to the previous post detailing the development of 'cat' designs - starting with the square design that was created by one of our (seven year old) students.   We also had another early version (shown left) which was created by an eight year old.    Again as with the first design the students tasks was (relatively) simple, create an original cat themed design using the main Tinkercad design panel.

The print left measures 70mm long was 20mm wide at the body and had feet that were 10mm from the ground.   The student put particular effort into the facial features of the cat which they were particularly proud of.

The student who designed this print was able to do so independently of the teacher input - we discussed the design as in normal circumstances we would reprint it and rework aspects of the print that needed attention.  In this example for instance the feet are a weakness for the design, however in this instance we wanted to use the cat as an example for other students who had not yet completed the project to work with.

We then had a range of designs and used the Tinkercad AR/VR feature to produce a range of comparison designs.  While we had not printed a full range of the class cats by this point our students were able to move onto creating a second design to work with one of the two cats that had been printed.

This is the process that was completed left.    The 3D Print of the second cat, which appears on the right in this picture is next to a Tinkercad design which has not yet been printed.

We have produced a slideshow which has a range of ideas of Tinkercad produced projects that do not require printing 

Students were able to do this by using the Tinkercad app with an iPad.

We also had our students think outside of the box with the design of accessories to work in conjunction with the printed cats.

An example of that is the design shown left - instead of producing another cat this student made the decision to create a cat play area including a scratching post.

We also had students create feeding bowls, litter trays and other cat themed accessories.

This proved popular with the students who in turn started to create and shape additional ideas.

3D Printed Junior Basic Designs: Cats

Challenge: For a first time seven year old to introduce them to 3D printing in the classroom

Background: A recent writing prompt in the classroom centred on domestic cats.   We were looking at an opportunity to integrate 3D design into this process, so students were tasked with using Tinkercad to create something that was 'cat' themed.

In this instance we were encouraging students to design something that they could have as a small storage device.  This student went and attempted to build a cat, inspired by a 'block' version of a cat that we had showed to her.   She used the basic Tinkercad shapes to design the different features of her animal, then went back, VR/AR it using the Tinkercad App and then refined and addressed some of the design.

The dimensions for this design were deliberately kept small because we wanted to be able to realistically print a variety of these, each with improvements or refinement so that the student would be excited by the process and produce an outcome each time.

The student was able to work independently to complete the project, then look at reworking the project and refining the design.   The whiskers on the face of the cat proved to be a particular challenge, in the students design they were long and detailed, being somewhat thin - however these did not survive the printing process and would need to reworked.

Level of Difficulty: Basic.  This is considered to be an introductory task for a student to complete a print for the first time and be successful.

Size: The main body of the shape is 30mm across, was 60mm high in total (to the top of the ears) it was 30mm wide.   

Timeframe: The entire print was completed on regular setting with standard PLA etc.  It took just under one hour.   The idea is to produce multiple versions of the same print and to make it realistic to do so it needed to be small.    Once the design is complete in full then there is always the potential to up skill it in future when it is complete. 

What we would do differently/next steps for the students:

The student wants to redefine the facial features of the animal as shown left.   The student was attempting it for the first time and once they saw the first printing they wanted to adapt it to introduce more features to scale (such as pay attention to the eyes).

The student was contemplating looking at ways to address the body of the cat, relative to the size of the legs for instance.

3D Printed Designs: Extending Junior Students

Challenge: For students to create unique design ideas for 3D Printing, with the students being seven year olds.

Background: This series of prints has been evolving over time this term, which has been led by a student who has been developing their design ideas and design skills using Tinkercad.

We have been following the progress of the student during this phase of their development and have documented how the designs have evolved on this blog.   You can see the design progress here.

The last stage of the designing for the student to master the use of the linking.   The linking can be replicated then from design to design so the student is able to duplicate this for a single design.    The latest version of this is shown top left.    Here the student had significant gap between the different parts of the design.

The design took four hours to print.   The student then took the design and reduced its size by factor four.  This reduced the time of the print from four and a quarter hours to just under one hour.   The new dimensions for the print were 100mm across was 70mm high and was 5mm wide.   The intention was to ensure that the linking is a hundred percent robust, correct and functional.

The process of reducing the size took place of the result of a single click and drag movement.

We have said to the student involved that they can continue to develop this until they are satisfied with the final product, and that the process is completed.   The finished version will be then saved onto the students Tinkercad main page and then applied to a variety of shapes and designs.   The student is working independently on this and is eight years old.

Auroa School Kickstarters: Part Two

 Our students are involved in a major school event this year, we are again holding a School Market Day - where students are tasked to use the technology at our school to produce something that features innovation and personalisation.   The entire senior school at Auroa Primary School which runs from Y4-8 are creating projects for this event later in the term, this description and linking is focussing on the videos from our classroom, however if you click on the school link you will see the additional videos on the school page.

Group: The Four Kiwis - Ollie the Octopus

Innovation: Students have used Tinkercad to create an original designed bath toy.   The design for the creatures was created by the students from scratch using the main Tinkercad interface.   

The inspiration for this came from this print idea on our blog from 2023 relating to using the 3D Printer to create bath toys.   These students expanded on this further by taking that idea, based around the fact that with a default twenty per-cent infill that most 3D Prints will float.

Students further used the AR/VR function from the Tinkercad iPad App to generate large scale models of the design.

The students are eight year old students who have been using Tinkercad for the past year in the classroom.  

Personalisation: The bath toys from the outset have had the back of the designs where the students have engraved or sunken in either their initials or their first name.   The idea from the students is for a group of these designs to spell out a name or have a message when they are arranged in sequence.

You can view details of the original project by clicking on this link here.   You can view all of the Kickstarter projects for the school at this link here.

Group: MASM

Innovation: The students were interested in creating a range of candles, which while it was creative didn't particularly tick the other main boxes that were the intention for the project - that was taken care of when the student who has been developing her own version of the flexi-toys wanted to include one, with a personalised name or message, with the purchase - thus ensuring that the innovation is met.

Flexi-animals or linked name shapes have been a mainstay of student designs on this blog for a number of years, this group features a student who has started the process from scratch, designing everything using Tinkercad and following instructional videos previously made by a former student.   

Personalisation: The flexi-animals are customised for the person who purchases them with either a message on the design or a name.  You can click on this link to view this project.

Auroa School Kickstarters: Part One

Group: The 4 iPads

Innovation: Students have used Tinkercad to  make adjustments to the iPads holder that is created using the main interface.

While this was the creation process the students were able to use the designs and their Tinkercad experience to adapt them by altering the size to fit either iPads or iPhone stands.    The next  stage was for the students to consider how to add additional features to the stands so they were not run of the mill basic stands.

Personalisation: The designs were made with examples where a message was sunk into the base of the stand.   The name of the person was also included as a major feature on the front of the stand.

You can view further details of the print by clicking on the link here or you can view all of our school Kickstarter projects by clicking on the link here.

Group: Auroa All Blacks

Innovation: Students used Tinkercad to create unique key rings for a range of individuals.   The student are able to make unique key rings that are not available elsewhere.  As an additional feature the students made the decision to look at producing these using glow-in-the dark filament.    The students were able to use Tinkercad independently.  There were numerous examples of these available online that the students were able to use for a design.

Personalisation: The very nature of these prints meant that they were individualised with the name featuring on the key ring,   

You can view further details of the print and examples by clicking on the link here or you can visit our school page here which contains links to every Kickstarter group in our senior school.

3D Printed: School Holidays in New Zealand

We have a two week break currently in New Zealand we have a number of exciting projects coming up here for our students.  First and foremost next term we have our 2025 Market Day.  This is slightly different from our previous versions, this year the students have created Kickstarter inspired videos for each of their products, members of the community etc.  You can click on our School website and then follow the different Kickstarter Links from the main labels at the top of the page.    We currently have four of our students project videos uploaded, with an additional three to come once the school holidays are completed.

As shown left students have continued to look at experimenting with different examples and looking for personalisation and innovation projects.

We have allowed students to create a range of projects that meet this brief, including adapting examples that they have been able to locate (such as the Minecraft inspired diamond sword shown left that was located from Thingiverse.

We also have students who are continuing to use Tinkercad to work on their individual CAD design skills.   

We have detailed the progress of a number of students in the classroom who have been developing their linking skills  this has been an important part of the students looking to create a version of flexi animals.  

As we have noted in the past students have progressed to the point that they are experimenting  with the linking and the last step is applying their linking and skills to examples like the snake shown left.

Students have determined that this meets the criteria of innovation and personalisation.