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 and what else could be added to this for a final completion.

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.

3D Printed Minecraft Axolotl

 

Challenge: To produce a unique copy of a Minecraft item or creature using an iPad, Tinkercad App and Minecraft Education.

Background: This task has been detailed over the past week or so occurring in our classroom with our Year Four students (seven and eight year olds) in different forms.

The original tasks dates back to September 2026 and you can also click here to view a summary of last years Minecraft themed posts.   As the term is coming to an end its one of the challenges that we have decided to revisit with our classroom of students this year, some of which had the opportunity to complete this challenge last year as a seven year old.  Minecraft Education was the starting point where we tasked the students with locating and making effective screenshots of a range of animals contained within the program.   They were challenged to select one of the animals that they had a screenshot of and replicate the animal using the Tinkercad App on their iPads.

Depending on the animal there were certain challenges that were associated with replicating the object or animal in Tinkercad.  The design needed to have clear recognition factor and be an accurate representation of the original.

This student attempted to complete the axolotl.  We have previously featured the early versions of this design where the student was using AR/VR to project the design around the school and also test its viability and its likelihood of success if it was printed.

Level of Diffculty: Hard this had elements that needed to be completed and completed accurately the student who is involved in this is a cohort two student who has already demonstrated some exceptional design skills this year, as in his own time he was responsible for producing this bottle.   This is arguably the hardest kind of animal that he could have selected to replicate.

Size: The print measures 160mm by 60mm for the main body and has legs that are an additional 40mm from the base of the animal.  Of note is the width of the tail piece which is 1mm wide as is the line dividing the back of the creature.

Cost/Price: According to Bambu Lab Studios the print design used 70g of PLA to produce at a cost of $1.73.

Timeframe: The print took two hours and five minutes to produce on regular Bambu lab print settings.

What we would do differently/next steps for the students: The biggest issue of this design moving forward we be the purpose of the design, other than a novelty toy, which is something its potentially not suited to, owing to the thin spine and the tail.   Storage is the obvious answer and the student is going to explore looking at introducing either holes or a box shape into the back of the design.  They also want to spray paint the design so that it matches the colour shown in the AR/VR design.

Bird Blockers: Engineering 2026 Solutions

 

Challenge: To using iPads, Tinkercad App and 3D Printer to engineer a solution to a 'bird blocking' problem.

Background: As can be seen in the photograph shown left the birds nesting in seating areas of our school is again producing an issue, as the nesting birds are 'fouling' one of the seating areas where our students eat their lunches.   Our main school block is significantly older than a lot of schools and as a result on the decking outside our school there are various locations where the house sparrows in the area have forced their way into the spaces creating by the building and the decking.

Last year we completed an extensive project on this, which is detailed in-depth on this post from November 2025.

Since that point the sparrows have not nested again in the areas that we secured last year, however they have now created additional nesting spaces.   While we don't particularly look to repeat the same process as last year in this instance the process, the results and the outcomes were the same, however it was a different cohort of students involved.

For this instance the students iPads and the measure app was vitally important.  The location where the 3D Print would ultimate need to be fixed into place was several metres above the ground.   It would not have been safe or possible for the students to measure accurately the space and distance involved in this task.  Using the app allowed the students to accurately measure the distances that they were dealing with.

By using the Tinkercad App the students were able to project their potential designs into the location where the nest entrance was - again the practicality was that this wouldn't have been possible without the app allowing the students to 'project' their ideas to ensure that the entrance would be covered.

As a brief update from last year the November set of printings have lasted the distance without any signs of damage or wear.   The school has been repainted since they were put in place meaning that the prints that were put in place are now indistinguishable from the actual decking itself.

The wedges shown left are a result of last years projects, and we have maintained a group of them depending on what needs to addressed at different locations throughout the school (although it has not been an issue we have potentially thought this could solve any rodent issues if they arose or access points that needed to be sealed for other reasons).

Level of Difficulty: Low - this was completed by a pair of Y4 students who are eight year olds easily within a few minutes, the geometric shapes involved are very simple and the design aspect of it was taken care of by the measure app.  The students simply met with the Principal of the school to address the problem, then spent a short time organising the solution which was then printed.

Size:  The prints to solve this issue were 140mm across were between 40mm and 60mm wide and 20mm thick.  There was a slight 'L' shaped developed so the print could be fixed hard against a join where the nest is located.

Cost/Price: To complete this print the it took 40g of regular PLA filament.  This has a price guide as suggested by Bambu Lab Studios of $0.99 to produce.

Timeframe: Forty minutes to complete the print on the regular settings.  The house sparrow while being an invasive nesting bird is relatively small, hence its ability to get into small gaps and in this instance this suits with the printing because a relatively small hole needs to be covered.   

What we would do differently/Next Steps for the students: Nil - this task is successfully.   We hav shown over time that PLA printing has proven to be effective and works long term.   We have ample evidence that long term exposure to the elements does not weaken the PLA such as this post from last year which is an eight year update on a set of numbers used by our school for evacuation.

Junior Engineering Progressions Book/iPad Stand

 

Challenge: To take an online available model and adapt and personalise it.

Background: As detailed previously in a post on this blog we had a student who in their own time created an idea to tidy up what they were doing with the display and organisation of their books.  This led into a pitch to the library at school and the location of a online file, from Thingiverse, that created a stand.

The original print is shown in this series of photos in the yellow PLA and the students version is shown in the green PLA.

While this was more than functional and detailed it lacked the personalisation that we would like to see from some items, and in this instance if this item was to be placed in the school library we would also want to ensure that it was durable and easily identified.

We started the process by giving the students access to the online copy, which we had printed out.   We then asked the students to make their own version using Tinkercad, their iPad and the Tinkercad App.

We deliberately did not give the students access to the original file.   They used their rulers to measure the distances required and made some adaptations.

The biggest adaptation was with the personalisation access of the stand.   They decided in this instance to have the name of the student placed at the front and then the name of the school on the back (as shown in the photographs).   The students who are eight years old and designing in Tinkercad for the first time were able to complete the design, the construction and personalisation completely independently of the teacher and presented the finished prints for publishing.

Level of Difficulty: Low.  This is a straightforward design task completed by an eight year olds with eight weeks experience.

Size: The original design was 120mm wide and 130mm with a 10mm lip at the front of the design.  The revised version was slightly taller and the base of the design was pushed out slightly compared to the original.  

Cost/Price: The original was determined to use 136g of filament and have a price point of $3.40.   The revised student version used slightly less filament using 131g and having a price point of $3.15.  The differences can be explained by the level of 'rafting' or waste PLA between the two prints.   The angle of the second print meant that less support was required.

Timeframe: As noted with the amount of PLA used the redesign also improved the print time.   In the original we were looking at three hours with the revised version it was two and a half hours.

What we would do differently/next steps for the students: The students were able to complete the task associated with this build and did so independently, we have produced a range of similar prints over the years (which can be accessed by using 'stand as a keyword).   The lettering could have been sunk into the design instead of out, but given the use of the item and relative depth of the lettering it should not make a difference.

Tinkercad Vs. Minecraft 2026 Edition Part Three

 

We are refining the students Minecraft designs as created by students using their iPads and the Tinkercad App.   When completed and checked by other experts the students have then looked for opportunities around our school to find locations where their Minecraft animals might look at place - such as the chicken shown left which is peering into the school sports shed with classrooms and the playground in the background.

Other students were encouraged to improve their design and look at ways to extend their creativity.  Students concentrated on colour matching (where possible not all of the colour matching could be completed)

One of the strengths of the Tinkercad App and using it for AR/VR work with our students is its versatility.  Using the iPad gives the students the opportunity to project their own creations at a range of locations around the school without the need for any green screening.

Students (in this case eight year olds) are able to complete this independently without the need for any teacher input.   In this instance there is a corresponding post on the Facebook page which includes additional photographs and media from this activity you can access it by clicking on the link here.

Minecraft Dolphin 2026 Edition 3D Print

 

Challenge: To design an authentic 3D Printed Minecraft figure or animal.

Background: This task came out of a task from the end of last week where the students were using Tinkercad to design animals, objects and Minecraft themed items.  Both systems use a block based system to build items using the software.

To complete this task students used their iPads, the Tinkercad App and also Minecraft Education (where they located the animals and then screenshot them)

The goal of producing the print/design was for their to be colour matching if appropriate but also for the Tinkercad design to feature the original from Minecraft in a way that it was recognisable.   The App was also used to project the design as a AR/VR image throughout the school.  You can read details of the initial design here.   Minecraft ended up being a significant theme in the design and creations of the students both in our 2025 School Market Day and in general AR/VR and 3D Printed student designs which you can view by clicking on the link here.

Level of Difficulty: Low (for the Dolphin) this was created independently by a student who has been designing using Tinkercad for seven weeks who is eight years old.

Size: The print measures 80mm long was 20mm wide and 10mm thick.  The tail and the fins provided additional length for the design.

Cost/Price: The print used 8g of PLA to print.  This has a price point of $0.20 to complete.

Timeframe: Using the School Bambu H2D Printer the total time for the print was 21 minutes.

What we would do differently/Next steps for the students: While the item has a novelty value it does not have a specific defined purpose that the student could identify.  The student could look at these dimensions and then convert it to something with a specific purpose.

The dimensions of the object are relatively close however when you view the print from above the two side fins are clearly different sizes, this could be address.   The blowhole in the head of the dolphin is currently only 2mm across with a printer able to produce less detail this would potentially have not been a viable part of the print.

As a point of reference you can view this post from 2025 when another student completed the project.