Revisiting 3D Printed Dragons in 2026

 

We've some 'old favourites' that have featured on this blog many times over the years.  In this instance we have been looking again at one of the stock items that seem to appear at most market stalls - the 3D Printed Dragon.

We had this as one of our class creations in 2025 for our Market Day.   While it didn't feature from our classroom last year in the updated version the printing of these projects are something of a measure of printing progress.

This print used 55g of PLA to complete the print and had a price point of $0.88c.   It took three and a half hours to complete the print.  In previous versions of these kinds of dragons when completed there would be a fair amount of PLA rafting under each of the sections of the body which needed to be removed subsequent to printing.

In 20206 the standard print on the Bambu H2D means that the level of rafting is absolutely minimal.   What was there on the print was removed by using a small tool (which was actually in this case bamboo skewer).   At this price point using regular PLA these items could conceivably be used as a stock item - as they can be produced for less than one dollar.

We sourced this file from one of the public domain creations that was present on Bambu Studio Labs - there are limited opportunities for the students to develop this idea further as it is very much the finished print but we use them to encourage students to think about designs, how they might work (and yes we do indeed discuss with them things like the price point and what these are either retailing for or being sold for at local markets).

Interface Magazine Article

 

We are very proud to have been featured in this months Interface Magazine with an article featuring some of our 3D Printing work.   If you haven't seen a physical copy of the magazine then there is a digital version of Interface magazine and the article here is linked to the online article, which is the full article including additional images not in the magazine version.

3D Printed Student Labels

 

Challenge: This design challenge came from the same ChatGPT generated challenge as the post on the novelty desk storage.

Background: As we mentioned according to Chat GPT this is an 'extension' design and creation task - although with our students having two years of experience of CAD design and creation it was somewhat of a very straight forward task.   On a positive the student is a cohort one student and only joined the class mid year so their design opportunities have been somewhat limited but they were able to identify and execute a plan based around the task that was provided from the poster (essentially we increase the size of the sheet and made it an early finishers task.   In the basic form there is little to the task.

However we've used tasks like this before and had success in then having it lead onto other things, so already we've had verbal discussions with the students about 'where to next' and what could follow this.   In the AI generated chat it suggests that the student makes a wedge and then introduces a name into it but does so for the purposes of a group.

As noted this a straightforward task that the students were able to complete in a single session and independently without the need for teacher input.  there was initial colour matching on the designs shown on the left and when printed as a single colour on the P1S machine it produced the result in the first photograph.     

Level of Difficulty: Low - this is a straight-forward introductory task (despite the AI suggestion of note the 'name tag/badge was also present again which we would consider to be a basic 101 task for a eight year old.

Resources used to complete this project; Tinkercad App, Bambu P1S Printer, Bambu Cotton Candy PLA, Chat GPT was used to create the poster prompt.

Size: The individual wedge for the students measured 70mm across was 25mm high and 15mm wide at the base.    As can be seen in the photograph six of the wedges were printed at the same time.

Cost: Printing the set of six wedges used 60g to complete - therefore each had a PLA use of 10g.   The price point for the entire run of six was $0.94c meaning that the cost for each was $0.16c

Timeframe: To complete the entire run of six units the printer was running for two hours and seven minutes on the P1S.   That means that each of the six wedges had just over a twenty minute print time.

What we would do differently/Next steps for the students:   We have had discussions about the purpose and what the ultimate use of the wedges would be.  As quite small pieces they could be used to mark a position or a stage but they are somewhat limited in that regard.   They also could have benefitted from some additional details or features.

3D Printed Novelty Desk Storage

Challenge: To design a complicated Y4 3D Print that was going to push the design skills of a student.  To start the process we used the 3D generated material from AI sources ChatGPT.   This prompt was targeted at the level of students based on the New Zealand Curriculum and specifically the design and creation part.

Background:  This activity came as a bridge activity that was assigned to the class but the ideas and the creation would depend on their creativity.   The students were given the prompt from Chat GPT pushed out via Seesaw as a file and then needed to respond with a design.   The class was spoken to about making sure that the design was of an innovative and creative standard - that it was not something that could be simply completed in a short space of time but would need to have elements to it such as personalisation and a degree of design that would elevate the project.

In this instance the student identified the personalisation storage creation that was suggested.   The student is a relatively new student to the classroom, they have been in the class a short space of time and as a result their design expectation for this task was different from a student who had been in the classroom since last year and a regular user of Tinkercad.

Resources used to complete this project: Tinkercad, Tinkercad App, Bambu H2D Printer, Bambu Silver PLA.

Level of Difficulty: Low/Medium all of the elements here the student was able to complete independently and they did so with a few sessions experience with Tinkercad.

Size: The print measures 130mm across and is 90mm long.   The print has a width of 15mm around the edges and is 15mm high.  The festive tree in the corner is 40mm high.

Cost:  To complete the project the printer used 70g of regular PLA.   With the computation by Bambu Studio Printing Software we would expect the print to have a price point to produce of $1.10c.

Timeframe: To complete the print on regular settings (such as the infill being 15%) the printer was running for three hours to complete.   There was essentially no rafting or waste PLA as part of the design (as it was the tree in the corner was produced as it can be seen in the photograph and nothing was removed).

What we would do differently/Next Steps for the students: The personalisation that is the name in the corner was a positive start however the student could have benefitted from further details to go with this - the space for the storage is something that would limit would could be contained in it.   The sides are quite plain and could have potentially had another frame or some kind of design applied to it.

Moving on from here we would like the student to consider how they could develop the ideas and design.

Using ChatGPT to Create Learning Resources

 

We're trying to consider ways in which we can inspire our students and thinking about how we might resource build to help with some of our design idea and thinking.

The recent fidget spinner can be seen (or the initial idea for it can be, to be more accurate) in the bottom row of ideas on the right hand side.   We used this sheet as a prompt for ideas for our students - although in hindsight it was not not perhaps as challenging as it should have been.  We have year four students (eight and nine year olds) who have been regularly printing and 3D designing for two school years in New Zealand.

We used a paid chatGPT account to create this resource which we then made available to our students via a work portal.    

3D Printed Fidget Spinner - Next Steps

 

Yesterday we detailed our progression relating to the production or modification of a 'fidget spinner' type toy as one of our students had expressed an interest in producing a customised version of these.

Yesterday we looking at developing ideas and finding a prototype.   We left off yesterday when we were at the point of finding the Bambu Studio Lab version, which had a 3D Printed ball bearing and not a physical metal version.

This print provided the mechanism for our students to investigate and see the relationship between the various parts of the design.

As explained yesterday the component parts are the four pictured pieces - the mechanism for the movement can be seen at the bottom of the picture.   We are looking at ways that we can personalise the finished design with the insertion of the prints to complete the design.

We have started the process of identifying potential ways to put a name or further details on the design sot that the fidget spins but it does not detract from its current rotational ability.

We started this process by printing a basic cotton candy set of inserts.   This was completed on the Bambu P1S.    The print took 22 minutes - which included a six minute warm up and machine preparation.   

The print used 4.56g of regular PLA to complete the print - this gave the inserts a price point of $0.07c to complete.

When the design inserts were completed they were pushed into place - when the students attempted this and found that they could not be forced the teacher made an attempt to complete this process and was able to introduce one.

The others proved somewhat resistant to being inserted so a tool was used to apply pressure, which in this case was a standard hammer.   This forced the inserts into the space and locked them in securely.

The students have now begun the process of testing the spinning before we start to look at ways in which it can be personalised by the students or they are able to develop or unpack the design that they have access to which details the engineering.

Currently the only drawback from this new version would be the weight which would be described as being slightly lighter than a traditional fidget spinner which is another aspect of the creation and the design that we are having our student investigate.   The entire cost of the print including the inserts is currently coming in at under $0.40c.

3D Printed Fidget Spinner Progressions

 

Challenge: For a nine year old student to be able to produce their own unique or personalised version of a fidget spinner.

Background: This is a recent task that has undergone a number of changes and development with one of our students who is nine years old, they have been using Tinkercad for two years and have shown a degree of thinking and creativity with their designs.

In this instance we had a recent challenge around producing a gift for another person but ensure that it was original and also was personalised.   The student knew that 3D Printed Fidget Spinners had been produced and wanted to start the process themselves.   Their first version was completed in Tinkercad - it also used a template located in Tinkercad which they adapted.   The print measured 70mm wide, was 70mm high and had a thickness of 10m.   This had a thirty minute print time.

In this instance the print didn't allow the fidget to easily operate as it required a blade to remove the rafting around the base of the design.    We spoke to the student and brainstormed various ideas - and they came up with the idea of using ChatpGPT to create the .stl file for the project.

This produced the file shown left - obviously in this example the shape was there and the student was able to 'spin' the spinner by placing it on their finger but the design was lacking the depth and the detail that the student wanted to have.   They were able to take this design and look at functionality of it.

This example was 60mm across in diameter.   It had a width of 5mm and took just under thirty minutes to complete the print.  We discussed with the student using another more detailed AI prompt to produce a better finish however the student also thought at this point that they might like to develop the design further using the base as the starting point.

The next version was located by accessing the online portal that is available with Bambu Studio Labs.

We have detailed our schools 3D Printing journey starting with the various machines and combinations over time which has currently been focussed on our use of Bambu 3D Printers.

In this example shown left is labelled online as the 'Original Fidget Spinner'.   It comes in two pages of design the first is the shown in the photograph on the left, assembled.    It comes as a base plate two hinges and an insert that clicks into place.   When this is assembled it provides a robust spinner that has exceptional function.

This spinner measures 70mm across.   It is currently incomplete the base shown here has a forty seven minute print time and uses 10g of regular PLA this has a price point for the print of $0.21c.

While this provides the student to the solution of the engineering problem there is still the scope to measure, design and test the inserts that can go into the design.   One of the aspects that has been identified is the potential to use filament such as the glow-in-the dark filament.   As the fidget has three different portions for insert we want to allow the students to consider what they might design for this space - do they opt for the letters for instance of a students name or the initials or other sequence or group of letters.   

The relative small cost and print time for this design means that it would be easily to produce.  Also of note this would appear to have potential as a Market Day Item of the future as it would allow a small price point have a particular interest to students (with the movement) and the student could contribute to the design with the disc to be inserted.

Finally the fact that the print can also be produced in four seperate component pieces allows the design to be taken apart and the engineering aspect of the design looked at and further discussed.