3D Printed Super Sized Minecraft Cow

 

Challenge: For eight year old students to produce a unique, original Minecraft themed print using Tinkercad as the design tool.  Criteria: Print must be original and also have a purpose.

Background: Much like last weeks Axolotl which had been completed and organised for storage, this Minecraft cow originally featured as a AR/VR post on this blog which you can view by clicking on the link here. 

The print was deliberately designed to be oversized and we were interested in pushing the limits of the Bambu H2D, as shown in the dimensions below.

The link between Minecraft and Tinkercad has been documented numerous times by the students at our school as the blocks of Minecraft can be replicated directly or indirectly via Tinkercad.   You can view examples of this by clicking on the link here.

Level of Difficulty: Medium/High - this was not for the feint hearted and involved two students one from cohort one and one from cohort two producing a joint effort to complete this print.  Given the scale of the print we would not be producing it unless we were happy that it ticked off a number of criteria.

Size: This was one of the largest prints that we had completed in some time.  The print had a height of 170mm and was 180mm long.   The main body of the cow was 90mm across, 130mm wide and 60mm high.  Each of the four legs are 40mm by 40mm and 120mm high.

Cost/Price: The print used 382g of filament to produce, including the rafting or waste plastic.  This had a price point in its current format of $9.55 to produce.   With this in mind this is the biggest in the series, by some distance of the prints that we are intending to turn from AR/VR designs into physical projects and prints.  With PLA being generally ordered in 1kg spools obviously three of these would be required for each roll.

Timeframe: Nine and a half hours.   As we stated this is one of the longest prints that we have produced in the classroom this year.   A reminder that as we are using the Bambu H2D the speed of machine is roughly twice as quick as that of a regular Snapmaker, hence our reluctance to undertake to print this sort of project on that machine.   As we have stated during the year it is our intention to complete every print this calendar year from a single machine.

What we would do differently/Next steps for the students: It should be evident from the dimensions of this print and the details of it that we are not intending to complete something of this scale to any great level based on the cost and the amount of filament used.   The students could have increased the size of the storage area on the back of the cow and ideally perhaps added some small details to the design.  They are intended to have adults spray paint the print to complete the colour matching for the design.

3D Printed Miniature Pot

Challenge: To produce a unique and individualised accurate pot plant holder.

Background: We have recently started having regular enviro group meetings here at our school.  One of the tasks that the students who are involved in the project have been given is to use a variety of seeds to grow some basic vegetables and herbs.  

These were supplied to students in compostable seedling pots that required watering.  When water the pots themselves tended to become wet, maintained the moisture and lost their shape etc.

One of the students who is in the classroom recognised the potential to address this by using the 3D Printer to create a base in which either the entire place could be grown or the compostable hessian like container could be placed and any soil or water leaking from the seedling could be contained.   The student who is eight years old was able to use their knowledge of Tinkercad and the designs that had been created this year to complete this in their own time easily and without the teacher providing any input.

The student made the decision as the Enviro group was the focus for the group that this was the labelled that was placed on the front of the design.  This was created as the prototype design to see if this was a viable creation and would in conjunction with the potential to seed raise.

Level of Difficulty: Low - this is a modification of some of the basic tasks that the students are typically able to produce after a few sessions learning to use Tinkercad in a practical way.

Size: The design measured 70mm across at the front was 100mm long and 5mm deep at the base.  The tower part of the design was 45mm high from the base of the plate.  The tower had a diameter of 60mm which allowed one of the compostable containers to sit in the design, If the intention was to replant the seeds then this would need to be increased or the seeds tipped out.

Cost/Price: Using the Bambu Studio Labs software to determine the price point and the cost of the design we can determine that the print used 41g of filament to complete at a cost of $1.01.   

Timeframe: One hour to complete using the Bambu H2D - a reminder that this machine is essentially twice as fast as the previous machines that we were using (Snapmaker) and as such we would expect the time to be considerably more if another machine was used.

What we would do differently/Next steps for the students: With the example shown while the student has solved a problem there are some refining issues that could be completed.   The obvious one was the addition of the students name, perhaps on the reverse of the design or by the Enviro label so that the owner of the container would be obvious.   The size of the contained could be increase slightly so that the compostable container sits clearly within it.   Finally the tower part of the design does not have any drainage holes inside it.  While if used to house another container it would not be a significant amount of moisture if this was to be a more permanent growing location then something would be required.

Minecraft Vs Tinkercad Masterclass: Villager

 

Challenge: For student to make an original version of a Minecraft figure, developing using their iPad and the Tinkercad App to add detail so the figure is recognisable and balanced.

Background: Its been established and detailed on this blog that the challenge from last week was to design a Minecraft character - a number of these examples were detailed here on this blog.  One of the students who completed this task and produced the amazing Axolotl we featured on Thursday.   He was determined to complete another design and used his knowledge of Minecraft to think about what figure he wanted to produce.

One of the challenges of producing a character in 3D is that essentially the figures in the game are generally quite flat and therefore producing details on the figures can be challenging.   The student in this case was to choose a figure that had a distinctive feature - the hat.

We have also considered the prospect of using the Versa Sign Maker to print a sticker with the details of the Minecraft character on the sticker which would then be applied to the 3D Printed figure.    This is a post however for another day.

The figure top left is the original figure from Minecraft that the student wanted to recreate.   The second picture (shown left) is the students recreation of this figure using the Tinkercad App and the students iPad. 

The student was able to complete a range of colour matching using the variable colour in Tinkercad.   The design time was the student working independently on this figure at home they did not complete any of it in the classroom, although they did modify the design when they were directed to do so.

Level of Difficulty: Hard - to complete this design with a degree of accuracy, to gain the recognition and the details that is required given the small stature of this design.  This student has shown a degree of talent and is an exceptional design student for an eight year old.

Size: The design is 70mm high, 20mm wide and 20mm long.  This was an exceptional use of size and scale of this design.

Cost Price: The print used 22g of PLA to complete which had a price point of $0.53 to produce the print.

Timeframe: The print with the dimensions that it has took one hour to produce using the Bambu H2D.   If we had used a different machine, or used different setting others than the regular settings we would see an appropriate increase in the print time.   As it was the print was a short term print that was intended to illustrate the design.  The purpose of the design at the moment needs to be more clearly determined and the resizing of the print would then occur.

What we would do differently/Next Steps for the Students:

The purpose of the print needs to be more clearly defined and any change of purpose would alter the size of the print.   As mentioned we are in the planning stages of using the Versa Sign Maker to produce matching media for the recognition of the design.     The student is attempting to determine what other Minecraft figures can be produced that would have a combination of the design and recognition factors.

3D Printed Repair to Connect Four

 

Challenge: To repair a game part to ensure that the game can be played successfully.

Background: This classroom game was unable to be used as the sliding bar at the base of the game was no longer functioning.   It was the students themselves who came up with the solution to this which was to print a replacement version for the piece allowing the game to be played.

This task was completed by students who are eight years old working independently who have used Tinkercad and the Tinkercad App (which is essentially the same program) since the start of this year as they are part of the cohort one group of students in the classroom.   The task was split into two parts.   The first part involved the printing of a basic bar.   This bar was 250mm long 20mm high and 5mm wide.  This bar when placed in the location that it was required (as shown in the photograph above) could not remain in its location independently, as it fitted relatively well but the students had to use tape to stick it into place.  They also decided that rather than replacing the tape every game it was easier when the game was completed to tip the game upside down so that the counters slid outside.

The original design used 44g of PLA to complete the print at a cost of $1.10.   The print took two hours to complete on the regular default settings.

Once a project is completed we tend to assess it with the students and think about how it might be improved or what potential there is for improving or challenging their engineering skills (for instance the recent repairs to the 'barn' toy are a good example where the focus shifts from a basic shape (the door frame) to a more complex engineering challenge (which in this case was the hinge allowing the door to swing open and then close again)

To further complicate this matter in regards to this hinge or swing point the entire design needs to be able to fit inside the legs of the device when it it is closed.  This proved to be a more complex challenge than anticipated.

Level of Difficulty: Original design (low) secondary and improved design medium.   Hinge and swing points are a concept our students are still getting to grips with and involving some trial and error for the students.

Size: The secondary print involved more PLA as the students attempted to create a hinge.   The variation in size was not significant in length, remaining at 250mm but the ends created were 60mm high.   There was a degree of rafting running the length of the design, although we are more comfortable with this now as we are collected it for recycling.

Cost/Price: As noted the original cost $1.10 to produce the revised version shown left was 47g of PLA and had a price cost of $1.46.   The difference between the two prices was reflected in the increase due to the additional features of the design.

Timeframe - the original took two hours, the revised version, including the side supports was two hours and forty minutes.

What we would do differently/Next step for the students: The revised version works but the locking mechanism of the stand onto the frame restricts the access points for the students design.  They cannot both work in conjunction with each other so while students have completed the brief they will need to revise the design again to take this into account.   It also has significantly challenged their engineering principal skills, which is a very positive thing.

3D Printed Minecraft Chicken

Challenge: For a student to create a unique original adapted Minecraft themed design with a purpose.

Background: Previously we've adapted versions of this task with various groups of students from Y3 onwards.  In this specific example the student working on the project is eight years old. It was a Minecraft Chicken.    

This print and project was completed by two students using their iPads and the Tinkercad App.  Minecraft Education was also used for the inspiration where they located the animal as a model to recreate.

 This term in New Zealand is about to end, so as part of the finishing off activities we've been working on a number of projects for the students as we complete other work as an incentive.   In this case this design was created by two students working together who then conducted AR/VR testing by taking the design and projecting it in the classroom and outside.   

There are some design issues with this project - and perhaps in hindsight they could have been addressed prior to printing, however on the balance of the design the decision was made to progress with the printing as it is anticipated that the students are going to add additional features to this print.

The design of this took two students working in conjunction with each other one thirty minute session.  There was no teacher input, it was completed independently by two eight year old students.

Level of Difficulty: Medium - the student task was helped by the clear design link between Minecraft and Tinkercad, as both have a core base of shapes that are used to create design, and while the colour palette does not match perfectly the students are attempting to resolve this.  There is a lot of specific details that the students needed to resolve - such as building such a large object and what the feet needed to be like and how they needed to be spread to make sure they supported the design with balance to ensure that it stands without any tipping, as demonstrated below.

Size: This is substantial print as it was designed to be able to house a number of items of stationary.   The main base of the Minecraft Chicken is 120mm long 110mm wide and is 60mm tall.   The centre storage hole has a diameter of 60mm and a depth of 50mm.   The head is 40mm by 60mm and is 70mm high.   The hole for storage is 50mm long and is 70mm deep.   The legs balancing the print are 60mm by 70mm and 40mm from the base of the design.

Cost/Price: This was a significant print - the #bambulab studios calculation is that the print used 256g of PLA to print the project and this included rafting to support the print as it was printing.   This had a price point of  $6.40.

Timeframe: This took seven hours and twenty minutes to complete on the Bambu H2D.  We would not have completed this on a slower machine as the timeframe and the detailed print would not have been present.

What we would do differently/Next steps for the students:   Its not obvious when viewing the print from above or the side but one of the feet should have had a bit more attention, as shown left.  It is functional but there is a distinct difference between the two designs.

The colour of the PLA was the most relevant one for the printer at the moment, the students obviously want the design white and yellow as its a chicken for Minecraft. One of the eyes could require some additional finishing.  During the print process one of the wings did not remain as it was attached but not to a level that would allow the design to be handled as one would expect.  The students are going to reprint this single piece and then use a hard glue to attach it to the design, perhaps looking at adding some texture or layers to the design.

This is both students first independent large scale project and they should be able to more forward with a range of designs in the future using the practical experience from this task as a guide.

3D Printed Super Glow in the Dark

Previously we've used 'super' glow-in-the-dark filament for a range of projects - from making specific Night Lights and associated projects for the School Market Day.   We have also posted about using the filament to create a 'wow' effect.   We recently ran a couple prints to get students enthusiastic and one of the ways that we did so is shown left.

This is another of the current run of Minecraft inspired Tinkercad designs, which had similar dimensions and details to a print recently featured on this blog

This will hopefully lead to this student and other students considering the role that the different kinds of PLA and filament might have on their projects and also what else related to this might they print.

This parrot shown left is another example of how the PLA use is leading design and creation.  In this example the student found the .stl for a generic parrot and wanted to print the parrot.  In doing so there is little design or creation involved in the 3D print but actually on this project it came in another way, in the form of the stand that the parrot is perched on.

In this example the student needs to consider the balance for the project (including the bird causing the wood roll to tip over) 

how the perch might be displayed or featured ?

what else could be added to this for a final completion? What works better to hold the print in place - hot glue gun? tacks? How can the cord be held in place? When it is prepared and ready how will it hang?

We also think there is potential for there to be a combination with this print and some simple electronics - there are small audio boxes available that are able to produce sounds, what if the student investigated bird chirping and was able to mount a small speaker on the print or somehow include it with the design on the bar? The current support for the bird is a basic light wood, would something heavier be more suitable?

The photograph left is the same parrot shown in the dark in photograph two.  In this instance the parrot has been AR/VR by the student using their iPad and the Tinkercad App onto a desk, in a process that can be completed by a single click with no additional green screening required.  This task has allowed both students to develop their design skills doing something creative and interesting and should lead onto other projects, possibilities and designs in the future.   As the students are both Y4 their have a considerable number of years to develop their skills at our school moving forward.

3D Printed Minecraft Axolotl Part Two

Earlier today we spoke about the Axolotl that was design by a student as part of the Minecraft Vs Tinkercad Challenge (2026 Edition).

The identified next steps for the student were to address the purpose of the print, to change it from a novelty to something with purpose.   To that end the student decided to use the original design, shown in the previous post and take it and modify it as shown left.

As shown there is now storage space in the head and side as well as three circular holes on the back of the design on the left hand side.   

The student was able to make the adjustments following the verbal feedback from the teacher and did so easily.

In the original post the student used 70g of PLA with a cost price of $1.73.   In the revised version shown left, when the storage was included the print used 65g of PLA and had a price point of $1.65.    The print time had been increased to 2 hours and twenty four minutes.

This print is now awaiting spray painting by adults which will complete its presentation.

A reminder that we are publishing the full range of images from this series on the associated Facebook page for this site and you can view that material by clicking on the link here.