Geometrical Mathematical 3D Shapes

 

Challenge: To produce Mathematical resources specific to the needs of students in the classroom.

Background: We are always looking for practical examples to allow our students to design and also to create something with a purpose and use.

We have previously produced counting blocks and counting rods, not really 'rubiks' cubes and geometrical patterns and shapes for competition.

In this instance one of our junior classrooms were doing work on the subject of Geometric and in particular looking at shapes and their characteristics or corners (vertices), edges and faces.   In a task that linked in closely with this we charged our students with creating a range of geometric shapes that could be used to allow students to have a physical object to manipulate.   We also insisted that we had a label or name on the object (and that it was sunk into the design instead of having the letter sticking outwards).   Furthermore to make it unique to our school we wanted to have it say 'Auroa School' on the reverse.   We did toy with the idea or providing the number of each of the criteria for the however we wanted to ensure that the print looked as clean as possible and with the added details the original designs looked somewhat clunky.

Size: The print measured 110mm across and was 70mm high, 70mm deep.   This proved a relatively large shape however this was a one off shape that was designed to be something that was constantly used available as a reference point for students.   This is something that would be printed in relatively small numbers.

Level of Difficulty: Easy a student who was seven years old was able to complete the task independently without the input of a staff member, they were able to simply complete the task and submit it for printing.

Timeframe: With these dimensions and using the regular print settings for the Snapmaker printer the print took six hours.   Obviously if it was completed on the Bambu we would expect it to take half the time.

What we would do differently next steps for the students: There is a clear spelling error on the example shown above with the incorrect spelling of 'triangular' also one of the ends of the prism has an end which should be flat, which is slightly extended.   The students also have eight objects in the series to complete.  

3D Printed Earrings Design: Junior

 

Challenge: To replicate jewellery and create an original version for a Y3 student (seven year old).

Background: One of our students brought into school a pair of the earrings with the lightning bolt design which is shown left.    The student wanted to create their own version of these and wanted to make them glow-in-the dark creating something that they thought would be unique.

The creation process was very straight forward and the student was able to create their version of the designs shown left without any assistance.   The student used their Tinkercad account to design and create their own version (shown right).    They used their knowledge which has been developed via their work in class during the year and they were able to duplicate the design to create a matching pair, as shown.   The design would be categorised as easy.

Size: The design measures 70mm long, was 10mm wide and was 2mm thick.   The metal attachments were not able to be duplicated however these are easily available from a local craft shop and are relatively inexpensive (they cost less than forty cents each).

Level of Difficulty: Easy - was completed in minutes by a seven year old independently.

Timeframe: Twenty minutes to complete the project, completed on the Snapmaker.  We have worked on designs like this before including making this a classroom challenge and having students develop this as a market day business in 2023.   Of note we also have a student who completed similar designs using the school laser cutter.

Given the small time frame this potentially an excellent classroom project as apart from the design the only aspect that the students need to master is putting a hole into the earrings which is simple as detailed in this instructional video from our blog in 2016.

What we would do differently/Next steps for the students: These designs are a starting point for this student to develop their skills and develop their designs.    The switch to printing with glow-in-the-dark filament is a simple matter of changing the rolls.   We have a school disco coming up so making these available for this could be a point of difference.   Obviously we have a bank of designs and ideas which can be accessed by conducting a site search using the bar in the top right.

Senior Market Day Laser Cut: Pool Table

 

We have spoken on this blog about projects that are being completed by our Auroa Primary School senior (Year Seven and Year Eight) students who are using the school laser cutter to produce products for our school market day 2025.

One group has worked on developing a table game, which initially was using cues to play (see details below).   For the design of the table the school laser cutter was used to design the table.

The dimensions of the table as it stands at present and shown in the photographs is 370mm long is 210mm wide and the base is 70mm high.  It sits on a stand 60mm high.    

The print was made using bamboo composite MDF is 2mm thick.    The wood has then been stained to give the finish shown.   The felt/green look shown in the picture was purchased from a local craft store.

The holes that are shown in the picture need revising.   The students concerned intend using marbles as the playing pieces.   A further potential challenge for the students is that there is currently no track or shoot for the balls to be returned towards the starting point.   The balls currently drop down into the table when they are sunk into a hole.

The students could also further develop the rules for the game and look at ways in which to further develop tools to be used with the game.   The students had experimented with the 3D Printing of cues to play the game with, however the strength required and the skill required to use these correctly has proven to be quite challenging.

As the feature of the Market Day is 'personalisation' as well as innovation this can be addressed by having names custom built into the side of the design.

3D Printed Adaptations: Market Day 2025

 

Original Project: Bath Toys - Market Day 2025.    How has this changed? The major changes between the prints and the original (Snapmaker) print was the finish, which looks slightly less blocky, however there are some crucial subtle differences.   Firstly the Snapmaker version has two or three small holes that came in process of printing, once water has entered the print at these locations (remembering of course that 20% of the inside of the print is filled in, the rest of it is hollow).    Originally the group had brainstormed ideas and come up with the plan to use water proofing spray to ensure that the print did not sink - however the Bambu version has slightly superior finishing and it does not appear to be required.

Finally the print times are the massive difference between the two, the Bambu H2D prints in half of the time, in addition multiple prints can easily be loaded on the plate.   The original design for the large size for this print was four hours - the Bambu H2D means that the print time has been reduced in half.

Original Project: Key Rings (Personalised) Market Day 2025

There is little difference between the quality of the prints although there is a better polished version with the Bambu version shown left.

While the rafting is minimal the biggest change between the two print is of course the time to complete the print - the two and a half Snapmaker version when the print is switched to Bambu takes under half this time to complete.

You can see the difference between this print and the original by clicking on the link here.

Original Project: iPad and iPhone Stands (Personalised) Market Day 2025

There is a better finish on the Bambu version shown left.  The biggest design differences would be in the lettering on the back, in the Snapmaker version required a tool to remove the rafting around the lettering, some of which required a high degree of precision to remove successfully.

Again there was minimal rafting with this print however the time difference between the two was stark - as the Bambu version came in at under two hours while the Snapmaker version took around the four hour mark.

It needs to be repeatedly stressed that the Bambu printer that we are using for these projects is brand new (we have had it on site for less than two weeks) and the wonderful Snapmaker printers that we have have been on site and used non-stop since 2021.

Laser Cut Truck: Market Day 2025

Laser Cut Market Day Project (Seniors) Construction/Dump Truck.

As we approach Market Day 2025 not only do we have the students from our classroom working on products and items some of our senior students are doing likewise.

One of the groups is featuring the school laser cutter which has been used to produce these trucks.   They have been cut from MDF/Bamboo 5mm composite wood.   Cutting each of the trucks takes just over half an hour.   Students did not design this truck the file for it was sourced online.    As one of the main components of our market day is personalisation - we have designs where there a logo or a name is designed into aspects of the truck.

The truck needs to be wood glued once the component parts have been cut out and removed from the sheet of MDF.   Some of the truck has to be held in place with masking tape until the glue has set.

The dimension of the laser cut was 400mm long from the front to the back of the print, is 130mm wide at the base of the bed and 200mm high at the mid point.    

The project could potentially have some additional features added to it via some of our other school technology such as the sticker machine.    The wheels are currently not working off an axel they are being held in place by glue - it could potentially for the students to investigate further.   We also have the ability to produce additions to the truck using the 3D Printer.

As a long term project we also have the ability to produce rubber tyres using the 3D Printer if we wanted to look at extending our students further.   Currently the latch on the back of the bed of the truck works and can be fastened and unfastened.

3D Printed Comparison: Dragon (Snapmaker) vs Dragon (Bambu)

 

We have previously spent time discussing examples of printing and how a favourite staple of our work was dragons that were popular when we held school events like our 2023 Market Day.

A recent upgrade of machines from our Snapmaker machines to a Bambu H2D has meant that we have been able to look at producing a new range of prints and material - including a new range of dragons that were previously beyond our abilities.

The range of material that is available includes a huge range of predesigned and created prints.   Again without wanting to sound repetitious but the Bambu has the ability to allow us to produce a range of material that is not possible with our current Snapmaker set up - again as we have stated the Snapmaker is now four years old with its hardware set up.

The 'Ice Dragon' (shown left) was produced with some basic rafting between each of the links and took six hours to print.   

The 'How to Train Your' Dragon shown above left took three hours to print, combined several colours - including an eye and tail section.   It contained minimal rafting and had wings that essentially printed as a single print.

The prints are relatively similar in length however the Bambu version has elaborate wings that have the ability to move.   

The excess PLA not required as a result of the printing was produced into a package that came out with the print.    We are printing a limited amount of projects such as this to show these as examples for the students to look at, consider and explore.

3D Printing: Bambu Vs. Snapmaker: Final Thoughts

 

We have been recently posting about the difference between our new school machine (Bambu H2D) and comparing its prints to the regular Snapmaker Prints that we have been completing over the last few years (since 2021).

We have been printing identical prints as a comparison in terms of print quality and also print time, and further as is relevant to ourselves as a school ensure that we are printing in a way that is reliable and can be monitored.   As a school while we are very lucky to have staff who are able to unblock and fix machines as the need arises it is not something that we want to spend time doing.

The print shown left has been completed using our Snapmaker printers and Cura design software with a gold filament.   The design was sourced online by a student from a freely available website.   In its current format the print 60mm across at the base and 80mm wide at the top.   The print is 75mm tall and 40mm wide.   The print took one and a half hours to complete on regular print settings.

There was rafting 'waste plastic' underneath the arms and underneath the cloak of the figure.   The rafting was removed using a basic pair of pliers.

The print was reliable although we have experienced difficulties at time with the spool fouling then causing the printer to jam.

The Bambu version of the same print was identical in terms of dimensions, although as can be noted from the pictures has a slightly more detailed finish.   

The biggest differences were in the print times, which was under half and the amount of waste which in this case was minimal restricted to a small amount under each arm and the base of the figure.

The other obvious point of difference is the housing for the PLA which in the case of the Bambu is held securely above the printed and unrolls from there.   We have used the Snapmakers extensively but do have to ensure that the printers are unwinding successfully.    Various features of the Bambu ensure that this should not be an issue.

3D Printed Jewellery Business: Progression

 

We have a School Market Day approaching in October 2025.    As part of the process our students have spent time designing and using our technology to create a range of products.   As detailed previous Market Days can be viewed here.

One of our business ideas was to use Tinkercad to create original 3D Designs which they then could 3D Print.

In the instance shown left the students from our junior school had a discovery time, where they were creating a range of beads and forming a bracelet.  We were able to use the lettering shown left and combine it with the objects and the material that was supplied.

The pink lettering shown in both examples are our students using their 3D Printed Glow-in-the-dark filament.   This provided beads with an additional feature in that it could glow in the dark.

The feedback from the students, in this case junior students (new entrance who are five years old) helped our business students think about design options and how they might improve their product.   They wanted to look at including their own versions of the art blocks (the flowers shown left) that fill out some of the design.   After seeing the examples they again used the scribble option from Tinkercad to create their own take and examples.   These were able to be done quickly and independently by the students concerned.

As shown in the bottom left photograph.   The students also recognised that they could pass on their creations to other students in the classroom who could help with the shapes and the details.  Not all of the designs were able to translate well to printing.

We opted to print in two different colours, using a mixture of red and blue PLA to see which would stand out more.   Some of the designs shown left could be easily recognised, others require more of an interpretation.   The default settings for the printing mean that we are using a regular nozzle etc - but realistically increasing the fine details would not translate to a better print.

3D Printed 'Scribble' Designs: Tinkercad

 

We have discussed in the past how we are looking innovative  and creative ways for our students to use tools such as Tinkercad in conjunction with their use of the iPads.  We have talked about the 'scratch' icon and how we have used it for the ten minute design challenge which has been put towards our junior school students.

We have also been working on our designs for a school award, a combination of the two was required as we wanted to personalise the design with symbols and details that are specific to Auroa Primary School. 

The brief to the students was to use the scribble design tool to create something unique and specific to our school.   In the example shown above the students copied 'Piri the Pukeko' the school mascot and used scribble to create their own version of this.

The scribble design shown left was 80mm long was 30mm high and 10mm high.   With these dimensions the prints took one hour to complete, using the Snapmaker design and completion.

Currently the student could look to add additional features into the design.   The shaded version shown above left has been coloured used the traditional mascot colouring of blue and orange.   The student wants to spray paint the design shown above and look at adding additional details into its presentation.

Another idea was to also look at other features that might then translate into something for our area.   The most iconic feature in our area is the Mountain, Taranaki which dominates our landscape and area and for which our region is named.   This was an early attempt to complete the process - and was quickly produced but the student wants to refine it.

It is currently 100mm across at the base and is 60mm to the top, the design is currently 10mm thick and as a result has a print time of forty minutes. 

The student wants to attend to the features of the mountain, the scale of the peaks relative to its shape and look at revising the design - we also want to make sure the student is aware of their designing and the importance of respectfully and correctly using it as inspiration.

Another student considered the use of 'scribble to completely design a new potential mascot for the school - in this instance the student wanted to look at designing a fox.

The idea behind the animal is that it has several features that stand out and are easily recognisable due to their scale - the ears and the tail in particular. 

In this instance the design measures 60mm across and was 60mm high.     The design was 10mm thick and currently has a print time of ninety minutes (again using the Snapmaker).

The student wanted to look to redesign the facial features of the print as this was the part of the design that the student was least satisfied with, however as they are completing a silhouette of the animal doing so with a combination of the features will provide to be challenging - however the  initial design shown here only took a few minutes to create.

3D Printed Trophy - First Physical Prototype

 

Challenge: As detailed previously in a post on this blog to create a unique trophy given to students during prize giving.

Background: We detailed this on a post previously on this blog. about the creation and intention of the project.    As we noted while everyone in the classroom (twenty five students) created their own version of this print.    Once it had been created by the students using the Tinkercad platform students where then able to use the AR/VR function available with the iPad.  From this point we were able to determine prints that would be potentially viable to print excluding any prints that we felt would not meet the brief.    The person of doing this was to create a physical print that we could then compare and look at improving with some additional details.

Further details of this print are available in the previous post.  This was completed using the Bambu H2D printer.  We had previously created a sport specific trophy in this print from 2015.

Size: As a prototype we wanted it to be as close to the size of the original as possible.    The print measures 120mm across at the base of the print and is 120mm long.   The height of the main section of the print 110mm at its main point.   

Timeframe: Using the Bambu H2D print three and a half hours, the Snapmaker version was predicted to take double this.

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

The students design with the name of the school needs to be balanced so both of them stand out.   The four corners of the design are currently pyramid shaped - one of the students has already stated that these could be modified to represent the mountain which is a local Taranaki landmark - Mt Taranaki.

The back of the design features the symbol for the school is on the reverse of the school name plate it has specific symbolism to the school, it is three feathers which are then intertwined.   This could benefit from further detail and development.    

3D Printing Bambu Vs. Snapmaker V2.0

We are continuing our process of looking at ways to develop and improve the students ability to create and produce projects.    We have recently been very, very fortunate to purchase a Bambu H2D Printer for our projects to use and have started producing work with it.   

We are also continuing to use our Snapmaker machines to produce products and have looked at comparing the two, as we did with some of our recent prints.   We need to be reminding ourselves that the Snapmakers are machines that we are comparing are now four years old - against a new machine.

In this example these are two of the name plates are are being used as part of the Minecraft Nightlight - this is to address the personalisation of the design.     Again as with our other recent examples the two key comparison points for the designs are the print time and the rafting.    Both prints in this case were started at a near identical time - however the Bambu print was completed when the Snapmaker version had only completed 40%.

In the Snapmaker version shown left the rafting in between the lettering is close and dense.   In our experience particular care has to be taken to remove the internal rafting to ensure that the lettering itself is not removed, this is particularly challenging when dealing with fine details like the e and c.

In the Bambu version - shown as it was removed from the print bed there is much less rafting and what there is, such as the trees that are holding up the 'l' which form the second and third letter is able to be removed with a small pull using fingers rather than a specific tool.

3D Printed: Non Printing Design and AR/VR

Challenge: Set by the Principal for the students (Juniors) to create a suitable prize giving award for students at school.

Background: This challenge was set by the Principal of our School, following up from the paperclip challenge from the previous week.   This challenge was detailed on this blog, which you can view by clicking on the link here.

The challenge was created by our Principal who wanted a miniature trophy to be created by the students.    For the end of year prize giving our students are awarded a number of trophies, the idea is for students to keep the miniature version as a permanent reminder while the larger version could therefore remain in possession of the school.   The specific brief for the students was to feature the name of the school, and also have suitable details that were authentic to the school.

We provided with students to complete this task a physical example - that was a trophy created on Bambu Printer specifically for the 2025 School Step Master Dance Machine Competition.  This allowed our students to compare their AR/VR designs with an original design so they could compare the designs viability and composition.

In this instance the dimensions of the prints will mean that not all students projects will be printed.   We are going to allow the Principal to judge the competition on the basis of the virtual design and then select three to five designs to undergo the printing process.    This allows the class of twenty five to be all involved in the printing process, to refine their designs, share their designs and then complete the process.

We have documented a slideshow of ideas based around the use of projects that involve creation and design which is located on the tab here.

Size: Although this has not been completed yet - print wise, having the physical example present has been an excellent way to reinforce to the students about the exact potential measurements of their designs and print.   Tinkercad has the ability to do this accurately using the 'ruler' option.   The prints will have a base in the region of 80mm square and the disc with the heading and details will be 100 mm across.   These dimensions will obviously change on the basis of the final design.

Timeframe: Depending on the final design we would be anticipating the print time for this project would be four hours for the Snapmaker and two hours for the H2D Bambu.

What we would do differently/Next steps for the students: While this project is not yet completed it is dependent on the guidance from the person who set the challenge.   Once the best designs have been selected and printed this will provide feedback to the entire class.   One of the issues that would be potentially the importance of the local story local aspects to our trophy - rather than have a generic mountain for instance in the base to have something specific to our locality.

3D Printing Bambu H2D Vs. Snapmaker

 

We are experimenting with using our new Bambu H2D printer and comparing it to the other machines that we have at our school, which is the Snapmaker.

As a disclaimer straight away the Bambu is brand new where-as the Snapmaker are now four years old.

As shown left the student design recently featured on this blog we made the decision to use this as a test print to compare the two prints and see what they have offered and how they might differ or what we might consider moving forward.

The design was created by a Y4 student, who is eight year old, inspired by the movie Monsters Inc.   She designed this using Tinkercad from scratch using the movie character as the inspiration.   The first significant difference between the two designs is the print time.   The design shown left has a print time of just under seven hours, including the rafting as shown, prior to its removal.

In the Bambu H2D printed example here shown left the print time was three and a half hours.   The rafting shown here is considerable less than its Snapmaker comparison.

While it was not particularly visible from the two photographs when the two prints are compared side by side there is clearly superior finishing shown from the Bambu printer.   There are also some additional features with regards to the Bambu set up and dispensing of the PLA which is superior in terms of the 'fouling' or jamming of the PLA.    The Bambu also has the ability to have remote camera viewing the print in progress.   We have had the Snapmaker housed in our library on a desk for the students and staff to use.    The size of the Bambu means that this location will not work for the printer and we will need to organised a dedicated location.

The biggest apparent difference between the two machines is the print quality but in particular the print time, which at this stage appears to be twice as fast by using the Bambu printer.    Less PLA is used for the Bambu version as the rafting is reduced.

3D Printed Junior Challenge: Paperclip Extension

Challenge: To produce a unique paperclip or creation that can hold together a small number of sheets of paper.

Background: This challenge was about the students creating innovation and also making something that in turn could be used to advertise our school.   The paperclip design had to feature the name of our school and was detailed in a post that was put on this blog which you can read by clicking on the link here. 

Students by using the bookmark template which is available on Tinkercads main screen were able to complete the basic aspect of the design extremely quickly.   The next step to challenge the students was to have them refine, explore and develop their ideas.

An example is shown left, in this example the student was able to create a copy of the school uniform as he felt the two t-shirt tops, locking together would create a point of interest.   The paper would then be held in place between the two shirts.    He also customised the school logo, which is visible in the version on the right.

Another further example was shown left - the student created their own unique and original frame, then added some extra in the form of the dots before placing the name of the school at the bottom of the design.

In both instances the designs are creative and interesting and 'nearly there' in that they require additional refining to complete.

 Size: The shirt deign measures 40mm down and was 60mm across.   The current format with the design is 10mm wide.   The dimensions are intended so it doesn't overwhelm the paper, however this maybe refined.  The second paperclip was 90mm high was 50mm wide and was 5mm thick.   This allowed more personalisation with the design - although there was no personalisation with the star or the different shapes on the demand.  The student was charged with identifying symbols and meanings (such as four stars for the Southern Cross constellation) of symbols locally associated with the school to further add finesse to the design.

Timeframe: Both prints took currently under one hour with the default settings that are being currently used with our Snapmaker machines.  

What we would do differently/Next Steps for the Students: As detailed these projects are far from completed.  The require revision and reworking in both instances.  The emblem which is located above the shirt is an important symbol for the school and its meaning needs to be maintained, and it needs accuracy.   The second example, as mentioned, needs refining in regards to the symbolism and features, while. the design is striking meets the partial brief it needs more polish (for instance the name of the school at the bottom needs to be clearly shown, at present it is not).

3D Print School - Hardware Update: Bambu H2D

 

This is one of the stock prints available for purchases of the Bambu H2D Printer.  We have purchased this significant printer to look at completing major projects that might assist our students with their learning.

This print has a significant scale - it measures 30cm (300mm) by 30cm (300mm) and took twenty four hours to print.   It used three quarters of a regular role of filament.

Currently this filament is around $40.00 per roll.  We could potentially use something of this scale for a school production or producing props for a particular activity.

This was printed as noted via a standard print file available with the machine.

There was minimal rafting with the print.

We have talked about prints like these in the past which we consider to be inspiring and creative prompts for getting the students (and sometimes the staff) enthused and excited about the prospect, possibilities and potential of the technology that we have available to our students and community.

3D Printed Glow-in-the-Dark Project Ideas

 

As mentioned on a previous post we have been looking at ways to incorporate and include glow-in-the-dark filament with some of our students other designs and creations.   For example this is the bead group that has started experimenting with including some aspects of the designs, the first, second, fourth and fifth letters are glow-in-the-dark.

We have several groups who are looking at some variation of a night light theme. One of the aspects that matches with the glow-in-the-dark filament is to have it glow by absorbing light.

The Minecraft themed or similar swords shown here have been personalised with a name on the blade and are going to be grouped in combination with some of the other objects that the students have located.   The students have been experimenting with the size and dimensions of each item, some taking thirty seconds or so to complete.

Using or creating 'Lego-ish' figures (or figures that feature similarities from a range of plastic figures).   Students wanted to design figures that had the physical characteristics associated with the figures - the block legs/feet, the square body, the hands and the head.

This student design also included an object in the hands of the figure and they had some challenge with the head, which is why they decided to work on creating a hat.    

The concept of lego and mini-figure like figures has been something we have looked at over the years and practical experience was gained this year by the process of creating the figures for the Dolls House.

One of the groups for our 2025 Market Day has been the creation of key rings specific to a range of customers.    One of the point of differences for our students, which has been as simple as altering the PLA that we are printing with (and not the design) to produce something with a point of difference.

This is also allowing all of our students to think again about how they can use the technology and how they might use glow-in-the-dark filament for projects and prints.   Already we have had students look at the previous projects including the Christmas Ornaments from the past.

3D Printed Market Day 2025 - Update: Beads

 

We are currently in the process of preparing for our 2025 School Market Day - the date of which has now be confirmed for October 31st.

One of the classroom groups has been looking into the process of producing jewellery and individualised beads, spelling out the names of the people who purchase the items.

The students designed each of the letters of the alphabet, in addition to this the group have also printed a range of the letters using glow-in-the-dark filament as well as a range of colours and filament types.

The rationale behind this is to print a significant number of the beads now so that as the market day approaches there are already a significant number of prints made (which we don't anticipate changing significantly between now and the market day) and while we will have the students add to the project before then this allows there to be less pressure moving forward.

3D Print School - Hardware Update

This blog started in 2015 when we were producing prints using Ultimakers from 2014-21.   In 2021 we swapped to using Snapmaker Machines.  Currently we three Snapmakers (including one dual nozzle) to operate at our school of 200 students.  

This week we have upgraded our available hardware by purchasing a Bambu printer.    We will continue to use our Snapmaker machines to produce a range of prints for our students but some of the project work will be also using our new Bambu H2D Printer.

It is our intention to tag prints using this machine with our student projects so that the different between the machines can easily be visible.

3D Printing: Five Year Old Y1 Progressions

 

Challenge: For a five year old to create their first ever 3D Print designed, assisted by a junior student (seven and eight year olds).

Background: We are always looking for examples for our students to work with and also opportunities for our students to spread their knowledge.  In this instance we wanted our students to be able to work with individuals from our new entrance classroom, the students who have just started school.

For the task we wanted to balance it between something that would be achievable and something that would be memorable.   We revisited one of our students tasks that had worked well recently with the classroom, which was the cat box design task which originated from our recent general cat themed design.

The original produced task had our students work with the other students and show them the process.   They were able to grasp the understanding of the 'scribble' command very easily which provided the creation of the face of the cat, as shown in the first (red PLA) picture.    The whiskers and the ears had to have the students demonstrating it to the students and having them copy the design, although they could vary the length.   The concept of the name and placing that on the back of the design required close mentoring from the students.     

The final issue was the depth and size of the storage aspect of the cat, in this instance the students needed to take the lead.   In the first example the storage was minimal, in the second the storage was too close to the edge, which while this appeared to be solid resulted in a failure to print as a result.

The final version we opted to create a 'wow' point of difference by using the glow-in-the-dark filament to complete the print.   In the third example (shown left in the pink PLA) the elements of the print that had been identified that needed addressing from the previous two versions.

Size: Although there is some slight variation as the prints progressed with the size of the base (rectangle) the design measured 100mm across was between 50mm and 70mm deep.   Again while there was some variation the height of the print typically was 50mm high.    These dimensions are intended to ensure that the design works as a small storage device rather that something that is taller that might hold pencils etc.    The five year old student had some awareness of size and depth, however they weren't particularly able to articulate the length and measurement of the print.

Timeframe: While we are dealing with a progression of three distinct prints (as shown left) and there was some variation with the overall time it was between four hours and four and three quarter hours.

Potentially this could have been expanded to increase the storage size, however the experience was intended as a taster for the student and to also provide an opportunity for the students from the core classroom to mentor younger students and thus increase their own skill set.

What we would do differently/next steps for the students: For the five year olds the project was completed successfully in terms of completing the project and producing their first print.  For the (slightly) older students the process of creating, refining and explaining was a lesson in developing their own skills.

3D Printed Challenge: School Micro Paperclip

 

Challenge: Our School Principal set a challenge to our students, to include in our school information pack for enrolments a paper clip or way to group four regular sheets of paper.

Background: This challenge was set by our school Principal at relative short notice, however it was one of the challenges that our students took to with speed and a design challenge that was impressive.

The brief was simple - for a paper clip or a way to puncture paper to group it together.     Our students had a class shared brief and were instructed to complete the design as quickly as possible - so we could start running prototypes and initial prints.

Tinkercad and the class page was of course the starting point for our students.   The design had two

particular points, 

The first is that the name of our school must be included in the design, Auroa School.   The second is that the design must be able to be hold the paper together securely.

One of the most fantastic aspects of design from Tinkercad is that there is a range of templates available for easy design that students can adapt.  In this case, without prompting a number of students located the 'simple bookmark' which was available via a search.   This design was the basis for the first two prints shown above left which were then developed in under three minutes or so by the students.

The next stage of the design is to challenge the students to develop their ideas and develop their creations that are unique.   An example is the t-shirt shown below.   The idea from the student is to copy the student uniform at school, and have a ability to lock the two items together forming the way to keep the paper in place.  The student is looking at ways to test the locking mechanism prior to printing.

Size: Both of the paperclips shown in the photo were 40mm across and 100mm and 120mm long.  The base of the design, which was the bookmark is only 3mm thick, this allowed it to be flexible but also have some strength.   The gold design had a head that was 10mm thick, the pink design which was the glow-in-the-dark filament was 5mm thick at the top of the design.  

Timeframe: Both of the designs took forty minutes to print.  Ideal for a group or class project when during the course of the next few days as many designs as possible can be completed.

What we would do differently/Next steps for the students:   The next steps for the students to is to complete their designs, share them with the classroom and use this to encourage the designs from the other students.   Each student will essentially create their own individual bookmark, they will be presented to the Principal who will choose the design that best meets the intended brief, which we will duplicate copy, and each student will receive their own bookmark.