This is a sample of a student from Auroa Primary Schools Full 3D Printing Digital Portfolio. For the school wide reward program for Innovation and Design the students were required to complete five projects (this student completed four in the allocated time, was unable to complete the Key Holder due to faulty design that would not print). Each design was completed on paper, converted to Tinkercad and then a test run was completed. A second print run was then made on the basis of the success or otherwise of the print. The included screen shots an scans are work from a Y8/12 Year old student.
Encouraging the use of 3D Printers and other technology in the Classroom by sharing examples and good practise - from a classroom of wonderful junior school students in New Zealand.
Tuesday, January 27, 2015
Saturday, January 24, 2015
3D Printing Design: Classroom Improvements
3D Print School Building Assignment: Classroom Enhancement Design
Learning Challenge: Create a holder for a whiteboard duster and white board markers for practical and effective use in the classroom.
Background: As part of the students goals for the year the students have a booklet to complete specific tasks for school wide honours, in this case called the Keys Program. As part of this and wanting to encourage the use of design and creation of work involving 3D printers and practical engineering tasks. This task was created and designed by the Auroa Primary School Principal, Heath Chittenden.
Task:
Students had to design an effective wall mount for the whiteboard duster that would be practical and of use for the classroom teacher. It was a functional task with the best design being used for this purpose.
Level of Difficulty: Low/Moderate. Students had a 'free' design with this task as the success criteria was based around it working. There were many possible solutions to the problem that could incorporate additional features. Basic designs were a simple shelf with or without a lip, more advanced designs included holders for whiteboard markers.
Issues: Some students didn't consider obvious issues such as the size of the tray to hold the white board maker. The holders for the whiteboard markers to sit vertically also tended to vary. There are different sized whiteboard markers. Some designs meant the eraser had to sit vertically in the holder which meant that picking it up was somewhat cumbersome.
Details: This task was completed by Y7/8 students (11-12 year olds). Students sketched the original idea in a paper version (see example of diagram) converted the paper design to Tinkercad and then produced a 3D model. The form was then loaded through Cura and printed on an Ultimaker 2.
Timeframe: The larger holders took fifteen hours to print although this was down to their size and the filling of the frame. The task was a homework task, the initial design was conceived with a minimum requirements for four sketches and one to be then developed and form the basis for the model.
Size: The smallest designs reflected the whiteboard makers sitting vertically on the tray. The larger designs had it laying flat. Between 15cm to 30cm. The
Process: Student design on paper including full measurements. Tinkercad to create 3D model then converted and printed using Cura.
Problem Solving: Students need to consider size of the items being held or supported. A lip was required to stop the items on the shelf tipping off. Whiteboard marker holders needed to have correct width. The screw holes needed to be placed at either end of the 3D print to allow balance when mounted on the walls and had to have hole size that was realistic so it could be mounted.
Further Reading: As is hyperlinked previously in this post, have a look at the Auroa Primary School student program for Honours as it details the process involved with this project - or you can follow the creator of the program, Heath Chittenden on Twitter. @Macca24129
How can you contribute?: What could you students design and build in your classroom in addition to what is currently there? What extras could your students need to improve their environment?
Learning Challenge: Create a holder for a whiteboard duster and white board markers for practical and effective use in the classroom.
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| Above: Students Tinkercad Design |
Background: As part of the students goals for the year the students have a booklet to complete specific tasks for school wide honours, in this case called the Keys Program. As part of this and wanting to encourage the use of design and creation of work involving 3D printers and practical engineering tasks. This task was created and designed by the Auroa Primary School Principal, Heath Chittenden.
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| Design with mounts for Whiteboard pens |
Task:
Students had to design an effective wall mount for the whiteboard duster that would be practical and of use for the classroom teacher. It was a functional task with the best design being used for this purpose.
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| Whiteboard Duster holder |
Level of Difficulty: Low/Moderate. Students had a 'free' design with this task as the success criteria was based around it working. There were many possible solutions to the problem that could incorporate additional features. Basic designs were a simple shelf with or without a lip, more advanced designs included holders for whiteboard markers.
Issues: Some students didn't consider obvious issues such as the size of the tray to hold the white board maker. The holders for the whiteboard markers to sit vertically also tended to vary. There are different sized whiteboard markers. Some designs meant the eraser had to sit vertically in the holder which meant that picking it up was somewhat cumbersome.
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| Student plan with four designs |
Details: This task was completed by Y7/8 students (11-12 year olds). Students sketched the original idea in a paper version (see example of diagram) converted the paper design to Tinkercad and then produced a 3D model. The form was then loaded through Cura and printed on an Ultimaker 2.
Timeframe: The larger holders took fifteen hours to print although this was down to their size and the filling of the frame. The task was a homework task, the initial design was conceived with a minimum requirements for four sketches and one to be then developed and form the basis for the model.
Process: Student design on paper including full measurements. Tinkercad to create 3D model then converted and printed using Cura.
Problem Solving: Students need to consider size of the items being held or supported. A lip was required to stop the items on the shelf tipping off. Whiteboard marker holders needed to have correct width. The screw holes needed to be placed at either end of the 3D print to allow balance when mounted on the walls and had to have hole size that was realistic so it could be mounted.
Further Reading: As is hyperlinked previously in this post, have a look at the Auroa Primary School student program for Honours as it details the process involved with this project - or you can follow the creator of the program, Heath Chittenden on Twitter. @Macca24129
How can you contribute?: What could you students design and build in your classroom in addition to what is currently there? What extras could your students need to improve their environment?
Wednesday, January 21, 2015
3D Print School: Home Building Assignment
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Learning Challenge: Create a replacement part for a working piece of machinery at home using a 3D Printer to create the piece.
Background: The local Cricket Club, who have a close association with our school came to see us because they had a BBQ Knob that need replacement. Rather than replacing the entire BBQ they requested that we be able to manufacture a replacement part that would be functional and would allow them to continue using the BBQ without having to replace the entire BBQ.
Task: We had the original part and were able to make an accurate copy of it as a result. The students had to make detailed measurements of the replacement piece.
Level of Difficulty: Low/Moderate - as we had an original part we did not need to experiment with the measurements or the details. We simply used the existing measurements (so in this example the students did not carry out a written plan first, we were also on a restricted timetable).
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| The replacement part, mounted on the BBQ next to the original piece. |
Issues: The students were able to complete this repair by the following day. The only issue came with the width of the internal gap to allow the knob to be connected to the BBQ. Students had to work out a way to identify the circumference of the internal gap and the depth of it. The gap also featured a sleeve which was metal as a heat protection feature. This sat inside knob.
Timeframe: The students were able to complete the task following a sample print run. Using Tinkercad they were able to produce a prototype the same day. It had to be corrected to allow for the internal gap to connect it to the BBQ. Once one had been printed and the students realised that the gap needed to be adjusted they were successfully able to do so. The second print worked.
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| Above: The replacement piece in action |
Size: The finished product took approximately half an hour to print and measure 5cm by 5cm and had a depth of 5cm.
Process: The students had an original piece on which to base their designs. This meant that instead of creating an original piece they were replicating a replacement piece. We are going to pay close attention to the longterm success of the part - currently there is no apparent damage to the 3D Printed part as a result of the cooking process however overtime we need to continue to monitor this. We could look at manufacturing the inner sleeve to protect it if required, however at this stage it does not appear to be an issue. The fact that this worked and the students were able to turn it around so quickly was a strong bonus.
Problem Solving: Measurement - specifically in this instance the depth required from the internal part and the circumference of the internal circle. The concept seemed to be understood clearly by the students but the process involved proved a small stumbling block. While generic ones could be ordered online it allowed an opportunity to ensure we could design an individual piece that was tailor made for the BBQ.
How Can You Contribute:
Have you used a 3D Printer to repair something at home? Have you designed or repaired something at home that needs replacing and can you send us the details so we can share and use your examples to encourage others?
Tuesday, January 20, 2015
3D Print School Building Assignment
3D Print School Building Assignment: Classroom Repair
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| Above: Some of the first attempts to solve featuring the spring version |
Repair part of the classroom and produce a working replacement part using a 3D Printer.
This was the very first task assigned to our class of Y7/8 students upon the initial delivery of the first 3D Printer to our school - May 2014. It was completed with the delivery of the Ultimaker 2 to our school - November 2014. (Had the Ultimaker 2 been delivered first the timeframe would have been one to two weeks from start to finish. Y7/8 is 11-13 year old.)
Task:
Students brainstormed a part of the classroom that needed to be fixed or repaired. Students were briefed to look for something that fitted the size of the 3D Printer and could easily be replicated. A resource cupboard in the classroom had two latches, both of which had been broken and bent as a result of constant use.
Level of Difficulty:
Introductory, possible extension.
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| Original Design using older style print |
Issues:
First time the printer was used. The mechanism in the original latch featured a spring mechanism to lock it, which couldn't be replicated. Students tried 5 or 6 regular versions of the print before one of the group came up with the 'ball and socket' approach. Students didn't consider attaching the latch to the door which caused them to increase the depth of the base of the latch.
This was the original video created by students in my class that explained the process - please note the clip features a 3D Print from our original Printer, which has now been replaced by the Ultimaker 2.
Details:
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| Later version using Ultimaker 2 |
Timeframe:
Short: 20 minutes from design, print time in region of 20 minutes to half an hour.
Size:
The finished print was approximately 7cm by 7cm with a depth of 5cm.
Above: This Slideshow was created to explain the process to solve the cupboard problem - it shows the progression and the development of the designs - the original idea of the clips being replaced by the socket design.
Identification of problem that needed to be resolved - in this case it was a broken part of the classroom that needed to be repaired. Students initial designs were reshaped during the process.
Problem Solving:
Measurement. Extension: location and strength of the screw holes. Students also needed to determine the diameter and location of the screw holes. By using a ball and socket approach students needed to consider the depth, diameter and circumference of the latch that they were creating. When the latch was mounted there were issues related to the door.
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| View of socket with later design |
Further Reading:
This slideshow was created by students from Auroa Primary School. The photographs that accompany it relate to the Diamond Mind Printer/Print. Our School no longer has this hardware and is now printing exclusively with Ultimaker 2.
How Can You Contribute:
Have you used a 3D Printer to repair something in your classroom? Have you designed or repaired something in your classroom/school and can you send us the details so we can share and use your examples to encourage others?
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