Market Day 2025 - General Stock Items 3

Challenge: To produce additional material as stock items for the 2025 School Market Day.
 

Background: We have our major school event tomorrow our School Market Day.   As we have spent considerable time explaining a number of projects the students have been developing since March this year.

We also selected certain items for sale for Market Day which we know are reliable will have an audience and we can produce relatively cheaply, although as we have noted the idea is for students to personalise items, innovation for the use of technology and creativity for the use of technology.

The badge shown above are a standard item that is easily produced by the students.   We have explained this process considerably in the past.   These prints measure 70mm long are 40mm high and currently 10mm thick.   On the Snapmaker 3D Printer these prints took one hour.

Cost: The print uses 13g of filament to produce.   For a standard roll we could produce 76 of these badges (at $30.00 per roll).  For this amount of filament and at this price the print takes 40c (rounded up) to produce and we are looking at this for setting the price.

Marketday 2025 - Major School Event This Friday

 

We are at the point where our students are putting the finishing touches on their school projects for Market Day 2025.

As part of the process we have also had the students writing material related to the process including identifying and explaining the process and the use of Tinkercad

This includes the students literacy, writing and creating and using graphic organisers to show how they have used the key values from this task - innovation, personalisation and creativity.

As the focus is very much on this special event we will be having a limited general focus on other subject this week.

Market Day Preparation 2025

 

This Friday at Auroa Primary School we have one of our key events for the year - our 2025 School Market Day.  Students have been working since March of this year on a business with an underlying focus on the school values and in particular innovation, creativity and personalisation.

Over the course of the time the students projects have undergone revision and reworking to meet different challenges based around the students creating and producing work to run their business.

This Friday the local community will be visiting school for our Market Day which will run here at our school from 5:30pm-7:00pm.   While we will be producing numerous media for the event we will also be focussing our time on ensuring that the students from school are prepared and have their stall sorted.

We are not attempting as such to make as much profit as possible for each of the businesses, the goal for the students is to use creativity to engage with technology.

Throughout the year we have been posting about the projects and details including various labels for each post.  You can follow individual projects by using the label for each group such as 'Minecraft', 'Octopus' or 'Bath Toys'.   Mr Bloor our amazing audio visual teacher will be updating the Market Day at a later date.

TInkercad Vs. Minecraft Part Two

 

Yesterdays classroom challenge was to use two distinct design tools to see if the same object could be replicated as closely as possible.    

We have used Tinkercad extensively as a design tool for our Y3 and Y4 classroom this year, during this time the students design ideas and creations have grown in leaps and bounds.   Yesterdays challenge provided a range of results, the following day a number of students provided additional designs which were more refined, had more detail and also brought some of the details to the fore.

In both the examples above and below, the Panda and the Mushroom Cow the students were able to put detail and colour combinations into the prints.   The Tinkercad design is on the left on the students original design plate - the relevant animal from Minecraft is on the right with a screenshot from the educational release of the game.

The challenge has pushed the students design skills to get something right, to replicate it and to design something by following a plan.  As they do not have the exact design tools in Minecraft that they have in Tinkercad they had to be create and adapt what they were building and problem solve.

We also wanted to give students the chance to use both tools to create a static object and then use the building tools of both programs.   In the example shown left the student opted for a 'Rainbow' design and used the colour palette in both programs to complete it.  There are a considerable range of designs and prints in this run and we will be using other formats to publish these designs at a later date.

Non 3D Printing Design and Creation Activities

 

We have updated the Non 3D Printing slideshow to include the latest student activities that we have published recently on this blog - Tinkercad vs. Minecraft designing and #Tinkecadhunt for objects in the classroom.

If you require any information about any of the activities listed below feel free to get in touch.

Tinkercad Vs. Minecraft

 

We are always looking for challenges to engage and encourage the students in the classroom, particularly in anything related to digital design and creation.

We are using Tinkercad with our class of seven and eight year old students (Y3/4 in New Zealand) and we have a class of 25 students working at a (regular) state school in New Zealand.  We are very lucky to be a ADE school and we have a 1:1 iPad school (of 200 students).   You can locate further information about our school by clicking on the link here.

One of the most popular and enduring games or activities that the students have used and work and design in is Minecraft and Minecraft Education.

Minecraft has a range of characters, creations and locations which are typically block based - which works in wonderfully with Tinkercad which has a design page based on a number of shapes.

This has allowed the class of students to create their own version of the Minecraft characters using Tinkercad as a creation tool.   Our students spent the afternoon choosing a Minecraft character and then attempting to replicate the character in the creation process via Tinkercad.   Students then checked in which each other about details - as we had several experts in the classroom they were able to look at the characters and provide feedback to each other about them.   They then compared the specific details of the creations with the originals and made adjustments to ensure that they were as close as possible.   There were several instances where the originals were very close.

The Tinkercad interface allows the design tool to alter the colour of the individual shapes and details.   This allowed students to introduce specific details and colouring, such as the design shown left.   The student manipulated the design of a specific colour.

We have written in the past about activities that involve 3D Design (CAD) design but do not necessarily lend themselves to 3D Printing.  

This design task was another example of this - if you click on this link it will take you to a page on this blog which labelled is 'guide/special projects'.

Once the design process was completed, the designs had been compared to the originals and then refined the next step was for the students to AR/VR their designs into the classroom setting to 'pose' them.

In this example shown left, the students have designed a Minecraft Creeper and placed it in the classroom setting.   The creeper was designed using Tinkercad in the main interface and then projected into the classroom setting using the AR/VR button on the iPad via the Tinkercad app.

This example shows a basic character from the game when the student presented this and then projected the image the next step was to challenge the student to create a more complex or detailed design.   

There is an example of the next level of design showing below.  In this example the student chose another animal that is popular in Minecraft, the axolotl.   This proved to be an extremely challenging design.

The design is shown left, the design has been AR/VR onto the floor the classroom.

The colour that was created using the design matched the colour of the design in the game.   The ability to recognise the design was high amongst the students.   This was amongst some of the most detailed creations from the students in the classroom.

There will be an additional slideshow that will be published on this learning activity explaining it in detail.

Laser Cut 'Monster Box' Large

 

Laser Cut 'Monster' Storage Box.

This product is one from our senior students as part of our 2025 Market Day Event.    This box is a general storage box.   It has been laser cut in MDF and then spray painted by students.

The box was printed in five seperate pieces and then glued together with wood glue and was produced using 3mm MDF.   The design was located from an online source.    The time to laser cut was ten minutes.

The box measures 300mm across is 10mm deep and 10mm wide.    The looping at the end of the lid creates a hinge that the box uses to open and close.

This box is similar to a design that featured in our 2023 Market Day although this version has significantly larger dimensions.

Market Day Projects from Auroa Primary School

This slideshow is intended to be a suggestion of a number of projects that our students have worked on involving digital learning, use of technology with an emphasis on innovation, creativity and personalisation.

We have a school market day every second year and we have a community evening with good designed and created by the students for sale.   The slideshow shows original examples of 3D Printing projects and laser cut projects.   You can contact us for further information.

HP Latex 335

 

We have posted about the HP Latex 335 printer previously before on this blog.   When we have a large school event, such as our upcoming 2025 School Market Day we typically have a number of games and events that need signage.

This is where the large HP Latex 335 printer can come into its own.  It allows us to customise and print large scale signs and posters for each event, such as the rules for a 'fair' game or signage to advertise the prices and location of a particular part of the school.

We have previously detailed this machine on our blog where you can see how we used it for the last Market Day in 2023, or where it was used to create and publish the posters advertising School events such as the school Stepmaster competition.

The media produced by this machine shown in the photograph is 500mm wide and 1000mm long, although this can be longer and in addition it is possible to combine large pictures together in a sequence to create a bigger image (as we have done in the past for backdrops for our school production.

Dolls House 2025 Project: Culmination

 

The full scale Dolls House, which started as a 3D Printing project in the classroom for our junior students has now been fully completed, designed, laser cut and had all of the finishing touches added.

You can view the project as it started as a 3D Printing task with the slideshow on the guides/special projects tabs.  It is also mentioned numerous times on our laser cutter exemplars tab which you can click on with the link here.

The dimensions of the print we would describe as extremely significant in that the design and build measures 850mm across is 450mm deep and 750mm high.    It has the numerous rooms that were previously described in the process of making it.

The entire project has been laser cut with the exception of the hinges that support the opening and closing of the roof (as shown left) which has been created by using the Bambu H2D to create the hinges.

The final project has shifted from being a gift to the junior classrooms into a object that is being put into the school auction for our major fundraising event for the year which is taking place on October 31st for our School Market Day 2025.

3D Printed Octopus: Small

This is the 'small' size Octopus which is a companion print to a previous print series that was detailed on this blog.   As it is another design in the series the print information has already been published here and the design journey from the students etc is already documented.

The larger octopus shown was a three hour print (on the Bambu H2D) in this instance the smaller version was a one hour print.   

The large print had a 50mm body that was 50mm high and wide and the tentacles were 60mm long.  The small octopus (shown left) was 25mm wide and high and the tentacles were 30mm long.    The print used 12g of filament and had a cost of $0.28 (USD).   For a entire roll we could print 83 of these designs and it would cost $0.35 (NZD) for each unit.

Know the prints can be printed, assembled and put together by the students for a cost of $0.35c will all the students to set a price point that reflects this with the difference being the profit per unit.

We are realistically looking at printing these in significant numbers with up to six on a single print run.   

#Tinkecadhunt - Inside the Classroom

 

We started this activity previously with our use of Tinkercad working in conjunction with the iPad app and using its AR/VR function.

The objective for the students was to use the program to create an object that could be there in the circumstances and was 'normal'.   In the example shown left the iMac laptop is not there - it has been projected in.

In this example the student considered the placement of the objects that were around the projected image.   A scene was created using the objects that the student would usually use in the classroom on her desk.

The object that is projected into the scene is in front of the pencil case on the right hand side of the scene.  It is  in itself a 3D print that the student has used and has on display on her desk.

We have another slideshow of examples of this activity that will be published later this week.

3D Printed Exemplars: Bringing Up Standards 2

 

This is the companion post to a post on this blog on October 6th.  In this post we spoke about iPad stands that needed to have some finishing where the top of the designs had to be replaced or reworked.

In this example (left) we had a motorbike design which needed to be replaced due to its lack of finishing.   The student who designed this iPad decided to replace it with a font from a game that the student liked.  

The print was located online and had been created and made available on a site that allows material to be 

The font/heading was 90mm across, 30mm wide and 30mm high for the main point of the lettering.   The print was completed on the Bambu H2D Printer and took one hour to complete.  It was decided for the purpose of contrast to complete the print in gold, although there is a question of the spray painting of the design.

A common adhesive glue was used to bind the extra font to the top of the print.

In the second example we had a series of flowers across the top of the iPad stand.  Three of the four flowers didn't survive the removal of the small amount of rafting on the top.

The replacement piece was the bird shown left which was designed in Tinkercad.   The student wanted to create a duck and the dimensions of the design reflected that.   The bird was 70mm long, 40mm across and 20mm high (the body) the head was another 20mm high.

The duck took thirty minutes to print on the Bambu H2D.

The student should have considered the based of the duck which would have been easier to attach to the top of the iPad stand.    

3D Printing Projects: Expanding Prints with Bambu H2D

 

Challenge: Use the Bambu H2Ds ability to combine PLA into a single print, with a 'Christmas Theme'.

Background: In August 2025 Auroa Primary School purchased a new Bambu H2D Printer.   One of the aspects of the machine is that is has four nozzles and has the opportunity to combine colour within the confines of a single print - as shown on the prints when we compared dragons previously on this blog.

We have mentioned that we have started identifying potential examples for our 2025 Market Day which can be used as additional material for sale at the event (as most of the preorders have already been sold which would mean if nothing was added nothing would be available on the evening for sale).   

Level of Difficulty: Medium, something new for the students is the use of multi colours and the Bambu Studio software used to create it.   This design is an original from Tinkercad, the student has then imported the design into Bambu studio and used this program to identify the sections for alternative colours of PLA.

Size: The print is essentially 100mm wide and 100 high and is obviously a bauble shape.   As a decoration intended to hang from a tree these are the expected dimensions for this, conceivably it could have been smaller if the entire class was to complete the project however in this case the intention was for it to be a test of the colour options with the Bambu H2D.

Cost: The print used just slightly under a 100g of filament, which would equate to using a roll to produce ten of these items.  As the regular PLA is currently tracking at $30.00 a roll this means the print would cost $3.00 at a break even point.

Timeframe: Four hours on the Bambu H2D.  We would not attempt this on the Snapmaker as the colour combination would mean that the design would need to be stopped and started to complete the process - as it was with the machine it was completed automatically in a single print.

What we would do differently/Next steps for the students:   The Bambu H2D produces a purge when the colours are combined.   That is the waste plastic is produced in a column - as shown left.   While this is much more compact and tidy than a regular printer it is still significant.  If the printer had been printing in a single colour it would have been minimal.

The student had wanted the belt and the buttons to be white however when they were allocating the patterns on the design they did not select the correct colour combination from the printer and as a result they were printed black.

We have previously published a significant volume of material with a Christmas theme - we will update the slideshow for 2025 and publish it again soon.  In the meantime you can click on the link here to locate it.

Market Day 2025 - General Stock Items 2

Challenge: To produce a unique and original decoration suitable for Christmas.

Background: As mentioned previously we are looking for examples for items that can be used to allow purchasing during our 2025 School Market Day.  We have previously showed examples of the generic key rings that are specific to our locality.   

One of the items that we have produced in quantity in the past has been 'Christmas Themed' decorations suitable for hanging from a tree.  We have produced entire slideshows of examples of this kind of work that has been featured here on this blog during the past ten years.  You can view that slideshow here.

This new design shown left is a new example.   This was designed by a student using a combination of resources, Tinkercad was used for the design of the shape.   The image of the deer was downloaded and imported from Thingiverse.   The additional images were created using the main Tinkercad interface.

Level of Difficulty: Medium - all the elements are relatively easy to put into place and this could be completed independently within a short space of time without any input from the teacher.

Size: The print measures 100mm across and is 110mm high.  The design is only 4mm wide - however this is reflected in the purpose of the design which is to be a static print on display.

Cost: The print used 11g of filament.    Based on this we could produce 90 units with a single roll.   The cost per unit that we would need to break even with this print is $0.43c (NZD).    This could therefore determine the cost point for students.

Timeframe: 1 hour - this is completed on the Snapmaker printer.

3D Printed Market Day: Final Product Octopus

 

This design has undergone a series of developments and refinements and is now being completed ready for the 2025 School Market Day.

We have previously spent time explaining the design process - the refinement process and how this project has evolved with the students Tinkercad designs.

The design is being designed into three sizes and all of these will have small variations in the details that are added to the design.  In this instance figure has a top hot on its head.  

One of the excellent aspects of using the Bambu Lab software to process the .stl file is that it clearly shows the details that the students need to make decisions about their business and recently we have started discussing profit and loss.

The print time for the this print on the Bambu H2D is just over two and a half hours.   42g of PLA filament was used to create this print.   For a regular roll of PLA we could complete 23 of these prints.  We would need to make a recoup of $1.70 NZD from each of these prints to meet the students printing costs (the listed price from Bambu is 0.96).    For the purpose of the profit and loss for the students the price point that they need to set for the large Octopus.

As printed on the Bambu H2D there is absolutely minimum rafting that is associated with this print - the linking between the tentacles as shown is how it was removed from the plate, without the need for removal of any waste plastic.

The dimensions of this print has the individual tentacles at 60mm.   The base of the main body is 50mm across and 50mm high.   

The final decision that the students need to consider is the different PLA that the prints are completed with.   As the students are targeting a design that they want to float the design in water.

Roland Versa Sign Maker + iPhone Stands

 

We have detailed in depth the iPad and iPhone stands being developed by one of the groups of students who are seven and eight for our 2025 Market Day.

When we have been looking at finishing we have the products that we have left as there were removed from the printer, but we also have been experimenting with adding details or depths to prints.

In these examples here we have started looking at how we can add or enhance the presentation.   This question arose because with the Market Day we have several businesses that have asked for  themed iPhone or iPad stands.

Some of the logos and the details for the business have proven to be challenging to accurately recreate using the design features of Tinkercad.   The solution for the students was to switch to using the Roland Versa Sign Maker.   

This machine has its own tab on the blog feature some of the ways that we have used it with the students.   Essentially one of the functions of it is to create quality vinyl stickers which can then be applied to a surface, in this case the PLA which has been made via the 3D Printer.   The sticker is able to be printed via a .PNG file or a .JPEG.

In the examples shown we have used the logo of a local school and an online business.    For an additional feature we used QRMonkey.com to create a unique QR code which was also applied to the stand, which is shown on the front on the wedge and also at the back at the bottom of the print.

The stickers applied to the designs need no additional finishing and expected to remain on the stand long term.   They have been previously applied to a variety of surfaces such as laptops, metal water bottles etc and they have maintained their integrity despite being placed on a high use device.

AR/VR Exemplar - TInkercad #tinkercadhunt

 

While this site started as an example of 3D Printing as we have mentioned in the past it has evolved over time to include a range of technology related ideas.

We've primarily used Tinkercad for our design with the students and looked for examples and ideas in ways we can use it or similar programs.   This slideshow below is a range of further examples using the AR/VR button from Tinkercad to create and design objects and then place them into a scene.  This was completed by seven and eight year old students.

Tinkercad -AR/VR #Tinkercadhunt

 

We have recently had a major event at school our Pet and Calf Day.  As part of the day the students from the school create a diorama of a scene, which is created by each of the senior students at Auroa Primary School.

Our junior class went to view the displays and while we were there we came up with a challenge for our students - design something that looks like it could be part of the display in Tinkercad and then add it into the display using the Tinkercad App and its AR/VR option.

This challenged our students to think on their feet because they had not viewed the displays in-depth before the task.   They also had a limited design time and needed to see what they could make.  In the example at the top of the post the students added the snowman at the front left to fit in with the Christmas theme.

Another student choose the same scene, the same perspective and added a different figure at the same point, the cartoon inspired Christmas Tree shown left.   In both examples students had to create the design to be inserted as they were sitting in the classroom looking at the displays so they had a very short design time.

Sometime they also had to manipulate the design so it appeared more natural with the setting and in the rest of the display.

The bright colours and the figures in the diorama also lent themselves to this task.   In the example that is shown left the student added a wheel or as they described it a pizza between the two figures on the stage.

The student felt that it looked realistic and fit with the rest of the display.

This task allowed an entire class of students to create something and be able to submit it that morning and challenged them to share ideas and quickly think on their feet to use the environment.

In the image shown left, this is the same diorama from another viewpoint.  This design had the colour that the student wanted and felt that it would be a suitable environment to 'hide' an object.

They choose to add a rabbit which is located to the left of the waterfall.

The choose a colour which made the rabbit stand out, and then also related the rabbit to a series of books with a similar theme that they have enjoyed which is the 'Where's Wally?' books.  Creating a character this is repeatedly hid in a variety of locations.

The student responsible for this creation here really extended herself and excelled.   She looked at the original presentation and decide the best way to hide an object was to mimic one of the existing objects.   

She created a mushroom, designed it as she felt the originals looked and then coloured it with the same colour scheme as the other mushrooms that are shown in the scene.   In this instance her creation fitted seamlessly and was extremely difficult to identify and spot.

We have previously on this blog identified a range of ways to use Tinkercad to create and design, but not necessarily 3D Print.  That slideshow can be accessed here.

3D Printed Hinge + Further Dolls House Finishing

 

Its been one of our key projects this year, the Schools Dolls House, including 3D Printed furniture that was designed via Tinkercad.

Below this post you can see the overview slideshow of the entire projects.   The additional features recently added includes the framing around the windows, a balcony above the door and the steps leading up to them.

The major adjustment is the roof.   The initial roof when the project started was closed over and permanently fixed.

To allow the roof to swing open in two parts a hinge was printed used the 3D Printer, the Bambu H2D.   The hinge is shown left in full fixed location.

The 3D Printer can of course be used to customise hinges of any size.

The PLA with the print allowed it to be open and closed with the flexibility created by the plastic.

The print time for the hinge was under thirty minutes.  There are a number of freely available hinges online.

The hinges can be seen in the photograph left - with the roof open to allow access to the inside of the Dolls House.

As we have previously noted the final step is the use of the Roland Versa Sign Maker the intended use of this is for the decals on the floor and the walls.   It could also be used to decorate the outside of the house.

The full project including the work on the furniture can be view in the slideshow below.

Using Tinkercad with AR/VR

 

We have spoken at length on this blog over the length of time that it has been running, about how we are using Tinkercad extensively (and essentially exclusively for our 3D design and CAD creation) with our students and their iPads.

We have spoken at length and provided examples of how we have also been using it as a design tool, which hasn't always led to 3D Printing.

At the moment Tinkercad has an exceptional series of challenges for part of Tinkercad TInktober.   These are excellent design challenges which the students have enjoyed attempting.

It also inspired our students to look at other similar tasks.  This afternoon when we were looking to experiment again with using AR/VR students located the 'skeleton' elements using the main Tinkercad interface.   By putting them together in the order a Skeleton was created which the students then looked to use the iPad Tinkercad App to project it onto a number of locations.   In this instance it has been created bigger than a classroom.

3D Printed Project: Junior Evolution of Progressions

 

In March of this year we started the process of preparing for Auroa Primary School  Market Day 2025 with the concepts of innovation, personalisation and creation coming to the fore.   In this instance one of the groups decided to work on bath toys.

They used Tinkercad to create independent designs and then created a variety of tests for the prototypes to ensure that they met the brief and were correct.   You can follow the early progress and ideas formation by clicking on this link - or using the 'search' option on the right hand side and using the keyword 'Octopus'.

While we knew the floating aspect of the design would work the students wanted to explore balance and stability.  This has come up in the past with our work on 3D Printed boats and other objects - you can read details of the post about this challenge here.

This final design shown left met many of the design briefs - and students used it in their AR/VR focus and creation for the business.   However the base of the designs created some challenges for the students.   They attempted to water proof the designs using spray and hot glue gun and tried to consider design solutions while maintaining the shape.  The design in this format 90mm across at the base, 90mm high at the top of the hat.   Essentially in this format the print was either two or four hours depending on the machined.    

A variety of shapes this size were used - and while they met the floating brief - the designs were not waterproof.   Finally as noted with the boat design the base of the design needed to be expanded to ensure that the print didn't tip as soon as it was placed in water.  Initially the students added several elements to the shapes, monocles, ribbons, bowties - however when discussed a young child potentially could break some of these elements off, so as the designs were refined a lot of these elements were removed.   

The solution that the students came to was to look at the PLA that was used for printing.   Interesting the students were able to identify that the basic colours appeared to seal better at the base of the design than colours such as the silk (multi-coloured).   Examples such as the one show left were shown to remain buoyant after days of testing although they were somewhat unbalanced.

The design shown left took forty minutes to print using the Snapmaker machines and measured 30mm across at the base and was 25mm high.   The design was put in water as noted - and while it did not sit perfectly the students felt it passed the purpose test as a working bath toy.

However students felt while it was adequate they still felt that it lacked the dynamic impact of some of the elements that they had seen in flexi-animals and wanted to look at some way to increase the size of or the details around the tentacles.     This Octopus which we first attempted in 2022 was something of the inspiration - and while we have had students working on flexi aspect of the design these students have not, and the timeframe for the completion of the designs meant that feasibly the skill would take longer than is practical.

The solution that the students came up with was to redesign the Octopus placing the emphasis on the tentacles and producing a more clearly flat design.   They wanted to locate a design that already featured the tentacles and use their knowledge that they had developed to work on the head of the octopus and included in that personalisation for the customers who had indicated .

This meant that they moved in the direction of a more standard design.  This was highlight by various designs that had linking completed and were flexi animals.  This is something that we have spent considerable time on in the past developing and exploring ideas such as this.   

In this example shown left the students attempted to redesign the animal with the emphasis now (clearly) shown to be on the tentacles.  In this first attempt a prior example was used and the student made a basic attempt to alter the dimensions of the print.  This is the black design shown above.

This was not successful as the print did not have the depth to allow the linking to work successfully.   This print originally took forty five minutes.  A revised print took one and a half hours.  The revised version is shown left which included raised 10mm tentacles which when removed from the plate flowed and showed movement when placed in water.   The students determined that with the action that they would expect to see in the form of movement in the bath that the 'swimming' motion would appear with the tentacles of the octopus moving - the head or body creating the buoyancy.

The final step for the students now that the finished design has been determined is to include the personalisation and the features that the students previously experienced with the early designs.   

Ideally the students will also experiment with and develop their design skills with the linking, time permitting.    Finally to note the students involved in this process are Y3 and Y4 students from our school.  This means that the students involved are seven and eight years old who have been using Tinkercad for either one or two years in the classroom.
      

Market Day 2025 - General Stock Items

 

Market Day 2025 - Stock Filler Items

In addition to the significant items that the students are producing for this event we are also looking at producing multiple copies of smaller ideas that can be used as a fundraiser on the night.

We have detailed this process in numerous posts on this blog and won't repeat those posts however they are linked here.

In this instance a basic badge design has been created using a regular template for the local rugby club.   To add some extra dimension to the print the print has been repeated in different colours in glow-in-the-dark filament.

The lettering has been sunken down into the print to allow it to be as robust as possible.   The print dimensions are 60mm by 60mm and is 10mm wide.  This has meant that using the Snapmaker machines the print time has been just over one hour.    

The cost for each of the units based on the use of 16.1g of a filament is approximately 65c (NZD) this is based on the use of 5.4m of filament and it being at a regular price of $40 per kg roll.     This would mean that the price point for the product would be set above this and the difference would be the profit.

Based around our experiences with the PLA and previous prints we would expect it to last for a number of years (the oldest prints on this blog still in use are now in use for over eight years as detailed on this blog)