3D Printed: Using Tinkercad Creations

 

Challenge: Using the pre-made characters or designs from the main Tinkercad interface in a creative way.

Background: This print came as a very brief activity from one of the students who was using some of the pre-generated designs in Tinkercad to create a potential project.   The student felt the dog that they were able to locate bore more than a passing resemblance to their dog and wanted to produce a print associated with it.   As the dimensions for the print were quite limited it was felt that this would be a worthwhile project and could lead to further development.

The student was easily able to use their own design skills to mount the animal on a base (that was made by importing one of the basic shapes0 and then they completed the quick design by introducing a name into the base of the plate.   This process was completed by a cohort one student in under five minutes independently.  

The print shown gives an example of the kind of detail possible from the Bambu P1S Printer - which is more-or-less as effective as the Bambu H2D.   The sole rafting that was produced with the print was a tree that came under the muzzle of the dog - the rest of the detail such as the legs and other features had none.

Resources used to complete this project: iPad, Tinkercad App, Bambu P1S Printer, Cotton Candy PLA.

Level of Difficulty: Low.   The student used the pre-generated design and adapted it - the level of skill was in recognising this could make a viable print rather than a focus on the design.

Size: The print measured 55mm across at the base and was 55mm long and 20mm high.   The dog was 70mm high and 40mm wide.

Cost/Price: The project used 33g of PLA to complete which included 10g of rafting.    The price point for this was $0.82.

Timeframe: As a relatively small print this print took fifty seven minutes to complete and had the standard six minute warm up time for. combined print time of just over one hour.

What we would do differently/Next steps for the students: The student in question is going to put additional details into the design, re-centre the lettering and has thought about what else can be put around the base.   These changes are additions and would not significantly affect any of the major details of this print.

3D Printed Mini Pencil Sharpener

Challenge: To take a physical object, in this case a pencil sharpener and include it with a 3D Print.  Various versions of this has been produced however this version was a micro scale and attempt to complete the project using the smallest amount of PLA.

Background: As above - a deluxe edition was detailed on this blog as was another early prototype from this years version of this task.

The challenge concerned the students inserting a space internally into their design and making sure they had an understanding of measuring in millimetres and refining their design - too small and obviously the pencil sharpener couldn't fit and too large that the pencil sharpener would have too much space.    The sharpener itself is inexpensive.

They were able to be purchased from a local dollar store for a small charge which allowed the purchase of twelve of them.   Students did need to be aware that they could not have too much pressure applied as it tended to crack.

The other biggest consideration for students to consider from an engineering perspective is the exit point for the shavings once it has been used.  Consistently students have either a exit point that lacks a clear route or requires some force for it to work.   Working at a small scale like this allows the students to create something where the print is not too long and realistically allows it to be completed as a working prototype.

Resources used to complete this project: iPad, Tinkercad App, Cotton candy PLA, Bambu P1S.

Level of Difficulty: Medium/High as we have spoken about on a number of posts this task appears simplistic but is not, there are a number of challenges that need to be resolved by the students.

Size: The current version of this is designed to be as small as possible.  This example is 40mm across and is 50mm long.   At the back of the design the part of the design that has the students name was 35mm high.

Cost/Price: At present the print uses 18g to complete and included 6g of filament as support rafting.  Using the cost price model of the Bambu support software the cost of the print is $0.45c.

Timeframe: The print had a total of 42 minutes to complete.  A six minute warm up for the printer and then a total print time of thirty six minutes.

What we would do differently/Next steps for the students: The final mounting of the pencil sharpener is the key element which in this case will involve the student completing testing to evaluate its effectiveness.

Room Seven Auroa Primary School: Week Nine

 

We've approaching the school holidays in New Zealand where we have our mid year break.   As it is a very busy time for our students we have a number of projects that are ongoing at the moment - and we wanted to share and highlight some of these.

In the print featured left the students working on the toy tractor accessories have reworked their original design which was featured on this blog here   It has been considerably resized however now works in conjunction with the tractor perfectly and the students are now looking at ways to refine the design and develop further accessories along the same lines.    

A seperate group of students are experimenting with the process of linking - starting with their names.   They are working with a former student who spent a considerable amount of time last year mastering the art.   You can see example of this students work here and here.   This is the link to the earlier post this month on the subject which you can see by clicking here.

Our students have been working in pairs on the 2026 version of the 'Pencil Sharpener Challenge.

In this challenge students have to take a small physical object (in this case a pencil sharpener, regular size to sharpen a regular HB pencil0 and build a 3D Print to house it.   This involves the students engineering a problem that needs to resolve the location and depth of a print, the exit of the sharpening once its been used and the overall look and composition of an original design.

It has proven to be something of a semi-regular challenge that involves a small outlay but allows the students to be engaged and consider size as well as the challenge of building something around an object.

There are a number of designs that feature on this blog that you can access by clicking on the link on the top right hand corner of this blog, as a search bar will allow you to locate everything tagged with this.

During the holidays we are celebrating our Matariki National Holiday - although we celebrate it slightly different in our region (Puanga).   This project is going to be a significant art project for the remainder of the term.    

Our students have been creating AR/VR images of both the constellation (for Matariki) and the star for Puanga which will be a physical display in our classroom.   You can click on the link to this work here or you can as always use the search bar.

Finally as an Apple Distinguished School we are sending a number of staff to the ANZ Apple Summit in July, please get in touch with our teachers (from Auroa School) if you see them there.

A Million Page Views for this site

 

Over the weekend this site will receive its 1,000,000 page view.  

It has been running as a blog since 2015 with the expressed purpose of sharing ideas and content related to initially 3D Printing, but also a range of tech since then, such as 3D Printers, sticker machines and of course the laser cutter.

You can view our very first post here.

As the students have continued to move through the school we have produced some wonderful projects, ideas and work which it has been fantastic to share with a wider audience from out little school in rural New Zealand, South Taranaki.

As the teacher behind the site I would just like to say a massive thank you to everyone who has contributed directly or indirectly to what we have been able to share from the staff to of course the wonderful students to everyone that has ever visited this page or shared this work.     

We have been promoting this site more this year and I don't think its a coincidence that the page views have increased significantly since the start of the year and are increasing exponentially.  It is exciting to consider where this page will be in another twelve months time.  In the meantime as always thank you so much for your visit and please get in touch (myles.webb@gmail.com/mwebb@auroa.school.nz) if you would like further information regarding any projects or work that we have featured.

Non progredi est regredi.    

3D Printer Pencil Sharpener - Deluxe Edition

 

Challenge: To create an original design that incorporates into the print a physical object with a purpose.

Background: We detailed this projects start earlier this month when we tasked students with the challenge of having a physical sharpener created to work in conjunction with a student engineered 3D Print.    The students for the process were able to work with a partner on the design.   The challenge first stage was the design then the students were to undergo testing to ensure the design was viable, balance and had a purpose.

Some of the challenges that the students came up against were aligning the sharpener correctly into the print, ensuring that they had a suitable 'exit' location for the pencil sharpening once it was used.

Once the inserting mechanisms had been devised the students then spent time working on the other aspects of the design, inserts for pencils, names and shapes.   The students wanted to use a multi coloured PLA for the affect that it would create - this is a PLA which is called 'Cotton Candy'.

Resources Used: iPad and Tinkercad App for the design, Cotton Candy Bambu PLA, Bambu P1S.

Level of Difficulty: Medium/Hard.   This is one of those tasks that appears simple but there are layers and elements to it, particularly when the students start to attempt to have multi entry and exit points and details that need to work in conjunction with each other.

Size: This version of the print measures 50mm across and was 55mm long and 40mm high.   

Cost/Price: This unit as it stands uses 42g of PLA filament to complete the print, including some 12g of rafting (for the lettering and the inside of the box).   This had a price point of $1.07c to complete.

Timeframe: To complete this project the printer took a (now standard) six minutes to warm up and one hour twenty four minutes to complete the print, for a combined total of one and a half hours.

What we would do differently/Next steps for the students: There is a gap in the side of the pencil sharpener holder as shown left.   This has been created because the internal storage on the other side of the wall is too close to the side of the print.  It needs to be moved slightly or reduced in size which will correct the error.   The final step is for the students to undergo testing to ensure that the item works as it is intended.  If it does not the students will then need to look at reworking and refining it.

3D Design Puanga Art Piece

 

We've explained the process where we've been identify the group of stars that makes up the Matariki constellation of stars that is celebrated as part of our national holiday.

Regionally there is some variation - in our area where Auroa School is based, Taranaki, we celebrate rather than Matariki, Puanga.    You can view the difference between the two celebrations here.

While it is important to understand Matariki for our students, it is equally important for us to focus on Puanga.   For this we used the knowledge that we had built from the process in the last few days.

For the building of this group of stars we wanted to make sure that Puanga is the most significant from the group as it needs to be the focus.

The Tinkercad App was used with the students iPads (we are an #Apple Distinguished School) to create the group of stars.   We then used a specific feature of the app - the ability of the combination of the app and the iPad to AR/VR the design into another location.  We have extensively used this feature for a number of times which we have featured on this blog - you can search for additional examples by clicking on the link in the search box and inputting 'AR/VR'.

Once this had been completed (such as the student shown left, who projected the image onto the sky) the students then applied a Pic Collage feature.    This allowed considerable manipulation of the image - however as we had described in previously some of this manipulation altered the image to the point that the original design was completely reworked, overshadowed or altered.

One of the challenges for the students was to find innovative and creative locations to then apply a filter.  An example of this process was the use of the school playground in the example left.   We have a swing bridge as part of playground, this image here shows the bridge which then had the AR/VR image projected onto the bridge and the filter applied afterwards.

Puanga was labelled to ensure that it was the most significant star and that it was still visible with the differing background.

Further Developing the Matariki AR/VR Designs

 

We have spent a second day looking at ways to apply Tinkercad as a design tool to a creation that we might consider for showing or illustrating Matariki, the celebration of Maori New Year.

We wanted to explore this event and how we might use our students knowledge of tools that we have used in the classroom this year.    This example shown left is a further exploring of the process.  In this example in additional to having the physical representations of the stars the student has also labelled the stars with their names and attempted to place them in the correct order and relative location.  As noted yesterday the student then AR/VR this design into different locations around the classroom and then the general school.

We have also discovered that Pic Collage has developed its own AR/VR design tools so that students can further enhance their designs by introducing local landmarks such as the examples shown left.   In this instance the student is going to refine their design to ensure that the location of the stars accurately reflects the positions of the stars in the constellations.

We have experimented with a range of locations and also experimented with the AR/VR enhancement - our students have discovered that some of the enhancements overtakes the design - for instance some of the students creations of the constellations were replaced by some of the filters.

In the example shown left this shows how the AR/VR can rework the students design.   The students constellations design, AR/VR into a desk of the classroom is shown right.   When the image was then put through a AR/VR Pic Collage (which is the image shown left) the students design had been completely reworked by the tool changing the composition from one of the student designed with the correct placement into one that does not resemble the students creation.   The student wants to refine their prompts using reference to our location and see if this allows the design that they have created to remain in the correct order.   Likewise references to the local mountain, Taranaki, are producing a version that is not seen from our location.  Finally the idea was to look at some kind of art project - and we were thinking about how this might look.   The students are going to explore the printing of these stars, which while it was not the case initially is now looking at gluing these to a painted background to create a multi-media type piece of art.

Using Tinkercad to create Matariki AR/VR Design

 

In New Zealand we have the Matariki Celebration coming up next month.   At our school we have a number of projects that we want to create for this celebration.   When considering this event we also need to take into account location variations such as ourselves in Taranaki celebration a variation of this with Puanga.

We used Tinkercad to create a students versions of the stars.   We wanted the students to create their own version of this group of stars and then project them into different locations and also look at the different grouping of the stars, the relative size of the stars and the different locations so that the group could be recognised.

This work plane from Tinkercad is a students representation of the group of stars.   This was the students first attempt to create this and is going to undergo some revision and reworking.   This version of the cluster also used a basic star shape before the students had the ability to modify and adapt the design.   A number of the students in the classroom had completed different versions of this group of stars.   One had introduced labelling into the design and had the names of each of the stars in Maori written underneath the picture.

Again the sharing of this project with the students had helped them create the ideas and think about different ways that they could use Tinkercad to show this design and how it then might be created.

Once the design was created the next step was to look at locations where the students could use the Tinkercad App to AR/VR the design onto a blank background.   Once this had been completed the students then took the image that was projected and applied a pic collage filter.

This is the design from one of the students (it is shown above) then projected onto the floor of the classroom.   The shapes that are created by the AR/VR image maker are the carpet from the floor and also the walls and the furniture into the classroom.

The students then attempted to look at a number of locations and different filters which they could apply and attempt to find that best that represents the constellation.

Some filters tend to make the design less dramatic and not stand out - and there are some experimenting to go and we are also looking at different filters, exposures and editing of the photograph to improve the presentation.   There will be a number of additional images for this activity uploaded on the Facebook page, you can locate that by clicking on this link here.

3D Printed Award

 

Challenge: For a student to design something, and modify and print it during their first week of school.

Background; This is a basic foundation task to have a new student excited and involved in the process of 3D Printing.   In this case the student found a design that they wanted to print (the trophy) and then wanted to make an iPad stand which they wanted to personalise by introducing the persons name on the reverse side.

The student working on this task joined the classroom this week, had another student acting as someone to mentor them and this is their first attempts at 3D Printing.

Resources Used: iPad, Tinkercad App, Bambu P1S Printer, regular PLA.    

Level of Difficulty: Low - this is an introductory task (for an eight year old) where the intention is for them to be successful with the process, the design and the outcome.  It is something that should be considered a basic fundamental task.

Size: The trophy measures 50mm across and is 60mm high.  The stand measures 80mm across was 60mm long and was 70mm high.

Cost/Price: The stand used 44g of PLA and the trophy used 14g of PLA to complete.  The price to print both of these items was a combined $1.10c.

Timeframe: Two print the two items side by side took ninety minutes with the standard (default) settings.

What we would do differently/Next steps for the students: The idea behind something like this is to get the student learning the concept, ideas and thinking about what else or where to next.  In the initial design process the student wanted to make an iPad stand however in this instance the stand is too small - it makes a excellent phone stand but to convert it would require resizing and developing.   There was a star that the student wanted to have on the stand under the name, but they didn't attach it to the base and it floated as a result.   This would be something that could be addressed with a revision.

3D Printed Oversized Desk Unit

 

Challenge: Can we push the use of the P1S Bambu printer to print something large and unique?

Background: As noted - an oversized creation designed by two students.   One of of whom who has been in the classroom a short time the other who has been designing since the start of the year.   As both students worked independently together the students designed a large unit to be used to organise items on a students desk and act as a name and work station.

Due to its size this was not considered to be something that would be produced by every member of the classroom.    

Resources Used: iPad, Tinkercad App, Bambu P1S Printer, regular (white PLA).

Level of Difficulty: This print although one of the students is somewhat of a novice has a number of levels to it and functions that are quite clever to design - there could have potentially more features but this is a solid mid range design.

Size: This is quite a large print.   The print measures 110mm across at the base and is square shaped.   The design is 100mm high.

Cost/Price:   This large print uses 300g of filament to print and had a price point of $7.61.   There was rafting as a result of the hooks that were on each of the corners.   The PLA could have been reduced if these had been printed separately and then glue onto place on the item when it had been finished.

Timeframe: As stated we wanted to push the machine -this took six hours to print at the regular default settings and the regular infill etc.

What we would do differently/Next steps for the students:   The print was completed in a basic white so the obvious next step is the decoration of the print.  This is most likely to be completed via spray painting.   The letter that dominates the outside of the design would really benefit from a contrasting colour so we may look at attempting to mask it using tape before an adult sprays it.

As noted this is intended as a one off larger print for the machine, the first that we have attempted and is not going to be a whole class project.

3D Printing: Micro Scale

 

This print is something that we have attempted in the past, however it has been made possible to be completed using our P1S Printer.   In this instance the printer was able to produce this detailed print, which features a significant amount of technical difficulty, was printed in 26 minutes (which of course includes a six minute printer warm up time).    A number of options could be involving this print moving forward - the most obvious is that the student could design and create other farming or design related items to add to the scene.   There are a number of freely available designs and suitable other creations that could be used for this purpose.

The design here measures 70mm long (including the scoop) and is 30mm wide.   The design is 20mm high and the top of the scoop is slightly higher at 30mm.   This print uses 10g of PLA and had a price point of $0.25c.

3D Printed SVG Modified Dog

 

Challenge: To take an SVG file and convert or adapt it into something different using Tinkercad.

Background: This file was previously taken and adapted by another student as detailed on this post on May 31st.   This student also used the file however they changed it in a number of different ways as can be seen in the example left - the changes made by the student are in red.   

In this instance the student wanted to use blocks to surround the feet, to provide more balance, the head which was identified as seperate from the body (in the original SVG file in this case was linked via a collar with the name 'Bob' spelt out on it.   Emphasis was placed on the eye and finally a space was introduced into the middle of the shape, sunk into a box.   The intention at this point was to have the name 'Sponge bob' at this location but the font was too small and the detailed appeared blur not only in the original file but also the physical print.

This work was completed independently by an eight year old student who was from cohort two having two years experience of working on Tinkercad projects.  It required no assistance from the teacher.

The student was also able to use the Tinkercad App to project an AR/VR image of the design into and onto a variety of locations around the classroom and school as demonstrated in third photograph in this post.

Resources Used: iPad, Tinkercad App, 3D Printer and regular PLA.

Level of Difficulty: Low - as detailed in a number of previous prints that came from this series of designs and prints the students were used a pre-generated image and/or shape and looking at modifying something that was freely available.  The students in the class were all able to complete this independently.

Size: The print measured 99mm across from tip to tip and was 81mm high.  In this instance the student decided to complete the print with a width of 10mm.

Cost/Price: The print with the dimensions shown used 20g of filament to complete and had a price point of $0.51c.

Timeframe: To complete the print the printer took 42 minutes to complete (on a P1S).    The printer had a six minute warm up time an da thirty six minute to complete the printing.   There was minimal rafting that was associated with the print which consisted of the blocks around the base of the feet.

What we would do differently/Next steps for the students: The students design challenges focussed on the box at the centre of the design - the students idea for the words 'Sponge-bob' was not possible given the size of the space and the font.   The student has been asked to look at something else to replace this with and to develop another idea that would be more achievable.   

Developing Junior Linking: 3D Prints

 

We have detailed previously how the students of our school have developed a number of engineering skills related to their use of Tinkercad for CAD design and creation. A key engineering concept of use for the 3D Printing is some form of linking.   Our students have just started the journey - where they are experimenting with using a ball and socket design with their creations.   The first attempts are shown in the top left of this post.   While this may appear to have been successful the attempt to do so needs work.

The ball and socket combination requires the width to be able to manipulate the different sections and robust enough to be moved out of position and back into position again.

The student who has worked on this design has now started conferencing with the student who was responsible for the linking from the Market Day 2026 work.    This student while no longer in the classroom has the skill and the ability to help tutor the student to complete the process.

The linking example shown above as a first prototype measures 170mm long is 20mm high and currently 5mm thick/wide.   The print used 9g of PLA to complete the project and had a price point of $0.22c.

3D Printed SVG - basic shape: tank

 

Challenge: To use an SVG file to create and then modify a 3D Print.

Background: We have detailed this process extensively in the past and if you would like to see an explanation of the process please click on the link here.

In this example the student located a cartoon tank which they felt would convert positively to a 3D Print.   While there is detail in the print each element of the print is joined together so the entire print is essentially one piece - the student also determined (correctly so) that this could be printed successfully by the P1S Bambu printer and also that the detail that was seen in the SVG would transfer to the print.

Resources used to complete this project: SVG file (sourced online from a free site), iPad, Tinkercad App, 

Level of Difficulty: Low as shown by the time the student took to complete the task.  This was about the file selection and the import into Tinkercad.   The design itself was a straight forward port with no adjustment required.

Size: The print measures 170mm long was 80mm high and was 10mm thick.   Given the intended purpose for this print was some form of badge or keychain this is almost too long for this purpose.

Cost Price: This information has been sourced from the Bambu labs information page (a screenshot of which is shown above that details information about the print.  This print used 32g of PLA filament and had a price point of $0.82c.   There was no rafting or waste plastic associated with this project.\

Timeframe: The software above has precise timestamps for all print information.   Using this data we can determine that it has the usual six minutes warm up and a print time of 115minutes so a total run time to fully complete the project on default settings of one hour and twenty minutes.

What we would do differently/Next steps for the students:  The student believes that this completes the expected brief and they have moved onto other projects.

3D Vehicle - Nine Year Old Masterclass

 

Challenge: To make a working vehicle.

Background: The detail that has gone into this work isn't represented by the photographs that show it.   The student who is concerned is an extremely talented design student and wanted to make something that wheels, could roll and in addition to that wanted to have doors with hinges - something that a number of students have found challenging.

The student concerned used the Tinkercad design app and there own time to complete this project.   They presented the final print to the teacher for printing

Resources used to complete this project; Tinkercad App, iPad, Bambu P1S, Regular PLA.   

Level of Difficulty: Extreme - this sort of print is something that is extremely challenging and is outside of the regular wheel-house.   This has required considerable practise, expertise and foresight (from a nine year old student) to complete this project.

Size:  The print is 70mm wide and 90mm long.   The main cabin of the design is 80mm high.    Each of wheels is 20mm high.

Cost/Price - The model had two sections to it, one of which is not shown.   The student created three figures that would fit into the seats of the machine.   The machine itself used 58g of PLA to produce which included 28g of support PLA as it had a number of details that required support - this gave it a total of 86g.  This gave the main print a total price point of $2.16.

Timeframe: Using the Bambu P1S the machine took six minutes to warm up and prepare for printing, a four hour and twenty three minutes print time for a combined time of just under four and a half hours.

What we would do differently/next steps for the students:   The student concerned has already acknowledge that the front of the vehicle needs to be extended to make it more realistic looking, the doors have a latch and open and close and the wheels have a axel in place.   The student is aware that there is different PLA available and they are looking at ways in which they can use different PLA to improve the presentation.    

Knowing this student in all likelihood the student will develop this print completely again in the next few days to make it more realistic and have more working features.

Advanced SVG File 3D Print - Ten Minutes

 

Challenge: For a student to use a freely available SVG file and modify it for another purpose.

Background: This is another variation from a range of recent prints and projects that have been detailed on this blog.   The essence of all these prints is that they have started with a free .SVG file that was either selected for the students or located by safe searching online.

Students then imported the design into the Tinkercad design interface and altered the image and changing an element of it.  In this instance the student took the silhouette of the cat as shown and then added a potential keyring hole in the top left corner.  Obviously they also further personalised the name in the bottom right hand corner.

As noted in the rather convoluted description the process from start to finish took ten minutes and was completed independently by a cohort two student who is eight years old.  There was no input from the classroom teacher during the process.    

Resources used to complete this project: iPad, Tinkercad App, Bambu P1S, Regular PLA.

Level of Difficulty: Low - Using SVG was a simple introduction for our students however it is fair to say that after two weeks of afternoon sessions that they have mastered the process.

Size: As it stands at the moment the project is somewhat oversized being 140mm wide 170mm high and is currently 5mm thick.   Realistically if this was to be a more manageable size these dimensions would be reduced.

Cost/Price: The print uses 31g of regular PLA to produce this print.  This has a price point for the project of $0.79 and there is no 'rafting' or waste plastic associated with this design.

Timeframe: The printer has the standard six minute warm up and preparation time and a further forty six minutes of project printing to complete the project took a combined total of fifty two minutes.

What would we do differently/Next steps for the students: Other than resize this design to a more manageable size there are no plans to adapt this print.  The student has considered the possibility of using it for a bowl feeding identification system at home (ie when the cat is fed the badge is then removed or taken off the hook).

3D Fish and Kitchen Block

 

Challenge: For a student to create a unique design that involves an aspect of linking.

Background: Recently we explained that we have been looking at a range of prints that in particular have focussed on a students ability to identify and then unpack the process - they are essentially using the same linking on this post as an insert for a range of products and are experimenting with what looks positive with this linking.

The example shown left was an idea that student had when they felt that the linking would look good or work well as part of the body of a fish.  When this had been designed the student then considered what accessory might also work in conjunction with the item and choose the kitchen block or chopping board.

As shown left the design could be worked with a range of accessories or remain independent.   

The student responsible for this design is a nine year old student however as discussed this particular student is shown a creativity and desire to push themselves with a range of challenges and creations.   They were able to complete this independently without any teacher input or supervision.

Resources used with this print: iPad, Tinkercad App,  Bambu P1S, PLA.

Level of Difficulty: Hard - while the key elements of the design look straightforward the most challenging part of the process is the linking which is unique and created by the student in a process that took several months to master.

Size: The fish measures 130mm in length and was 40mm high.   The print has a width of 5mm.   The board measures 130mm across and was 70mm high.

Cost/Price: The print used 42g of PLA to complete the print.   There was no 'rafting' or support PLA that was required for this print.   The print has a price point of $1.06c.

Timeframe: To complete the print (of both pieces of this project) there was a six minute warm up of the machine and a fifty five minute print time for a completed project of just over one hour.

What we would do differently/Next steps for the students:   The purpose of the print was to again highlight the linking that this student has designed and this did so extremely well.   The linking is quite 'chunky' which means it has maintained a degree of both flexibility and being robust enough to be handled constantly.

3D Printed Tractor Accessories

 

Challenge: To create an additional piece of machinery to work with a 3D Printed tractor.

Background: Last year one of the students located and found a 3D Printed tractor (stl) design which they were able to print out.  This tractor has survived over a calendar year and maintained its shape and features.  The student who owned the tractor brought it into the classroom and said that they wanted to develop something more for it.   On discussion they wanted to produce the machinery to go at the back of the tractor to dig fields.    They reasoned that by using Tinkercad they would be able to produce a piece.

The idea was to produce a rotary hoe attachment for the back of the tractor.   The first part of the design was to create something for the machinery - in this case the students located a wheel which they could invert and have attached the main body of the design which was a generic shape.

This was the first attempt to look at the bar connecting the two items.    

Resources used to complete this project: iPad, Tinkercad App, P1S Printer, PLA.

Level of Difficulty: Medium.   The design is going to undergo a number of revisions until the students are happy with this, this is the first in a potential series of prints designed and shaped by the students.

Size: The design at present is 110mm long at the base is 30mm wide and is sitting currently 20mm off the ground.   The beam to connect to the tractor is currently a rectangle that is 50mm long 10mm wide and 5mm thick.  Crucial to the success of this print is ensuring that the print can attach to the tractor.

Cost/Price: The print used 18g of PLA and a further 9g of PLA to support the print (in the form of the base).   This had a combined total of 27g and a cost point to produce this of $0.68c.

Timeframe: This project had a total print time of one hour and twenty six minutes.  This consisted of a six minute timeframe to put together the printer (ie warm it up) and a further one hour twenty to print the design.

What we would do differently/Next steps for the students: The students are going to spend time working out ways to add additional details towards the machinery, they are actively looking for additional parts that they feel could either be used as a imitation piece or be modified by themselves to add to the design.

3D Printing Linking - Remix 2025

  

Challenge:For a student to master the concept of ball and socket linking.

Background: This is a project that was first attempted in 2025.   In it the student involved who was seven and eight during the year spent a considerable amount of their own time attempting to master the concept of 'linking' by producing a unique and original ball and socket design in Tinkercad.

This is a summary of the projects involving linking prior to this.

It was a long term progress that started with video and flipped learning content created by a previous student.   Once this had been completed the student applied their design thinking and  learning to a range of tasks - ultimately producing a range of prints that were used for the 2025 School Market Day for a Christmas range of designs.

One of the most positive aspects of using Tinkercad is the classroom interface and the ability to monitor and access designs, creations and work collaboratively.  As we have a number of classrooms over the years with a bank of designs, having historically access to them at times can allow us to revisit projects.

In the last few years a number of improvements in the quality of 3D Printing has meant that projects that could not be completed due to lack or detail, or too much rafting are now possible.   This linking was revised by the student recently and the print shown left, which was attempted last year but ultimately did not succeed was successfully reprinted.   The student concerned is now returning to a range of 2025 historical designs to see what can be rework, resized and redesigned.

Resources used to complete this project: iPad, Tinkercad App, Bambu P1S Printer, PLA

Level of Difficulty: High - this print is based around two concepts firstly is the basic outline of the cat.   The crucial part of the design that is the most challenging is the linking, the ball and socket work.   This requires a high degree of engineering to complete successfully.

Size: The print measures 100mm across and is 130mm high.  It has a thickness/width of 10mm.   This is larger for this type of print however it was intended to check the improvement to the linking - if it was going to be produced in larger numbers it would be reduced in size.

Cost/Price: Using regular PLA filament the print used 28g of PLA to complete the print.  This had a price point for $0.70c.   There was no rafting associated with this print.

Timeframe: Bambu Labs (the software that is associated with Bambu printers) has developed further information about the printing process now separating the warm up time and the actual print time.   We can use this information to determine that the print had a total of 59 minutes consisting of six minutes to start the printer operating and a total of 53 minutes of printing time.

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

As noted this was an independent project worked on by the student looking at their designs from last year - they have already used the process to look at a range of potential prints and designs.  They also have the linking (shown left) as a seperate design which they can then import/apply to a range of designs.  Early testing from this print (ie the student testing it) would appear to show that it is extremely robust.