Tuesday, May 28, 2019

3D Printed 'Cat' Themed Magnet Fridge Holder

Above: Complete Cat 3D Printed Fridge Magnet
Challenge: To use two magnets in a way that uses them in conjunction with 3D Print.
Background: Student who had limited exposure to 3D Printing.  She was given the challenge of using a common item and tasked to 3D Print some aspect of it.   This task has been used repeatedly to create the students an opportunity to design something with a 3D Printing theme.   Previous examples of prints in this series featured on the blog include the Robotic Pencil Sharpener and 3D Printed Magnet Holder which are detailed on this blog.

In this example the student choose to concentrate on creating a note holder that could be placed as a reminder on a noticeboard or the fridge.   The design was available online from a simple search from Tinkercad main interface.  Following that the students only task was to check the dimensions of the print and width of the print.   The final task was the introduction of two holes that were cut into the design, these formed the eyes of the design. The student measured and attempted to replicate the diameter of the holes to ensure that the eyes were securely attached to the base of the design.  The student involved in this design is nine year old.
Level of Difficulty: Low - this was an introductory task for a student who wanted to learn and develop her skills with 3D Printing.  This was her first independent project despite contributing to other projects that students have worked on.
Size: 80mm wide, 90mm high and 5mm thick.  The purpose of the design was based around a print working with the eyes, which initially were two different colours, the student wanted to switch to using two yellow pins to convey the theme of eyes. This was about the right dimensions for this product - which was intended as an introduction to showcase 3D Printing without the print project taking to long to get to the finish.  The weight of the product is also dependant on the thickness of the design, there have been other prints using similar magnets that have been too heavy which have caused the magnets to slide down their intended surface.   This was shown by the previous magnet challenge.
Time Frame: One hour twenty on our typical default settings - using 8mm nozzle and 20% infill.
What we would do differently: While the student was particularly happy with the design and finished product there are obvious extensions that could be completed.   There could be the potential to print, in a relative short space of time, whiskers or additional basic features.  The fact that the design could be completed relatively easily would also lend itself to a series of similar kinds of designs that might then be completed in large numbers over a few days (ie monsters etc).

Monday, May 27, 2019

3D Printed Art Proejcts - Completing LED Lights/Jars

Above: Light with additional support in place, blue tacked.
Challenge: As a separate art project students had created a glass jar with an LED light.   The project needed finishing because the area around the LED light was too small for the jar - the 3D Printer was used to create additional support for the light so it would sit perfectly.
Background: This was a project that required the 3D Printer to integrate with what was already produced, the 3D printer was used to produce the finishing.  The student had created the art project but was also a student who had used the 3D Printer extensively so when the light needed additional support to hold it in place she knew immediately that she wanted the 3D Printer to produce the additional support for the LED light.  The design was based around the light, relative to the size of the jar and allowed the extra width for the light, created by the 3D Printer.   The light was then able to sit perfectly in place on the top of the jar.   This is a fantastic example of using the 3D Printer to complete a project in a simple but extremely effective way.    The print was designed by the student and a trial completed by using blue tack to hold the LED light and extra print in place.
Level of Difficulty: This is low - the design is simple, however the concept and idea came from the student who identified that the 3D Printer would be able to complete the job perfectly.
Time frame: Six Minutes - this is possibly the shortest print to ever be featured on this blog in five years, however nothing additional was required - the light was supported to fit perfectly.
Size: The design was 5mm thick which is the minimum that would allow this to be successful, the size of it was relative to the jar and the size that was required to complete the project, nothing additional was required as it.
What we would do differently: Nothing - while this was a very straightforward print it was a perfect use of a 3D Print to complete a project.   The LED lights that were featured in this design were ordered online, as were the jars.   The students then used a stencil and duroseal to create a design on the outside of the jar.   The jar then had spray paint applied to it from an aerosol can.   The final product was a 'Night Light' that was produced - the light was concealed in the lid of the jar.  The students were intending to experiment with different stencils for affect on the jar itself - although this would not change the 3D Printed aspect of the design.

The fully completed design (with 3D Printed element obscured by the lid, which is in place as intended) is shown on the left.

Thursday, May 23, 2019

3D Printing - Junior Art Moulds

Above: A collection of the art mould 3D Printed designs
Challenge: For Y2/3 students (seven and eight year old students) to produce a 3D Print Art Mould which they can then use for an art project for the school market day.
Background: This class of students are from our junior school so they are younger than the usual students who start working with 3D Printing.  In this case each of the design were created with the assistance of a mentor who was a senior student from the school.   The students needed to create a regular three dimensional shape and that shape could be of the students own design.    The students were designing for the first time using Tinkercad, so the designs were limited to shapes that the students felt comfortable with.   The idea being that a production of thirty moulds for a class of thirty students would be possible in a week.   Once the moulds were completed the idea is for a mixture of wax and crayons to be poured into them and for them to then be combined to produce the art piece.    The students had some variation as is show in the photographs.   There is a student who opted to include his name, in the left middle, although this was completly separate from the print itself so it was just free lettering.   Another student opted to design a cat head and did so by creating the ears that can be seen in the top right.  This was also a positive opportunity to involve a teacher in using 3D Printing in a meaningful and creative way.
Level of Difficulty: Low - the idea was for the young students to be successful and for an entire class to produce something that could be individualised, tutored or mentored by older students.   The shapes are all from the main Tinkercad interface and so the key aspect was the selection and sizing of them to ensure that they could work as a low level (ie not higher than 25mm-30mm range).    It was also about planting a seed with students who
Timeframe: Given that there are so many prints in the set and series the timeframe varies somewhat.  As a general rule most of the shown prints are clocking in between two and two and a half hours.   The purpose of the art project is involving having shallow moulds so anything of a higher depth would prove difficult for the melted wax and material to be removed. 
Size: The designs varied in size but generally were in the region of 80mm-100mm across and as designed were 25mm high from the base.  We limited the base of the designs to 5mm as this was what was required to support thier purpose and enable the removal of the moulds.   Likewise the moulds couldn't be too large as that would affect the desired art project that they were part of.
What we would do differently: We are always looking for opportunities to expose new students to 3D Printing and this was a good starter for the juniors although we would usually try and personalise them there was little opportunity given the aim of the design and challenge.

Wednesday, May 15, 2019

3D Printing - Scanning an Object with Qlone

Two of the hands - the left is an incomplete print
Challenge: For a ten year old to scan an object and convert it into a 3D Print (using Qlone).
Background: This started as an art project and genuine question from one of the students - how could they scan their hands for a print idea that they had for a Mothers Day Art Project.   This involved the student concerned conducting research into an app that could be used (in conjunction with an iPad) that was inexpensive (see below) to scan an object and then convert this to a .stl file and then print the result.   There was an assumption before this process was begun that there would be multiple apps for an iPad that might fit this bill, but upon using search engines and investigation there aren't too many.   The student read a review for an App called qlone which is featured on this website.   When used in conjunction with an iPad there is an interface that allows repeated scanning of an object to produce a 3D Copy of the model.   This was produced by ten year old student taking multiple pictures of the object (this is explained in a video that will show the entire process, it was involving taking several shots to complete the scan of thier hand (close to fifty would be a basic estimate).    The student then went to convert the 3D image to an .stl file for the purpose of ensuring a 3D Print could be completed.  This is when the pay scale for the app revealed itself.   The purpose of this post is not to criticise a product but the license to convert to an .stl is based around a sliding scale that bottoms out at $50.00 for unlimited conversions.   As a school we decided to proceed with this purchased on a single device so that the scanning could be completed.    This allowed the student to produce a series of scans of the hands of herself and two of her sisters.
Level of Difficutly: Medium the scanning itself is straight forward and was able to produce a pleasing replica of the students hands.    The conversion from here to a 3D Print was very straightforward however the time taken to take the photographs for the scan was time consuming.
Timeframe: The hands that made up the series of prints went for six hours or so each.   Given that they were intended to be part of a gift and to scale there was little ability to reduce the print time, with the standard thickness settings and a 8mm nozzle meaning this would be the minimum required.
Size: Its the hand of a four year old student featured in the black PLA her sister is four years old in the example shown in white as a size comparison.   It was all relative to the object that was scanned as the student did not want to reduce the size.
What we would do differently: We are interested in hearing if there are other apps and opportunities to easily scan objects for 3D Printing that would be available to our students.   There are a number of objects that we are intending to replicate over the next few weeks to test the reliability and accuracy of the scanning using the app so we can assess the results.  We also want to balance the app with having to purchase additional hardware.

Tuesday, May 14, 2019

3D Printed Catamaran - Exemplar Project Update

The Revised version of the print Catamaran (2019)
Challenge: To produce a boat that could float.
Background:  This has been one of the longest ongoing projects that we have been actively working on or tracking on this site.  In its original format a student two years ago started to investigate the properties and details of a 3D Printed Boat, which eventually moved towards becoming a 3D Printed Catamaran.  Details of those projects can be located here.  The student concerned recently revisited this project (which began when they were nine years old at our School).   This time armed with more knowledge and concepts about the model he looked to complete the project and further modified his design.    One of the aspects of the design that is not shown in the photograph was to aid the buyoancey of the boat is that air pockets were introduced into the twin hulls to further allow it float, the initial designs had simply had a regular infill of 20%.   The teacher who was also invovled in the producing of the boat was interested in experiementing in pasting on a 3D Printed Coating - to allow for further decoration (hence the shiny design feature that is visible in the photograph). 
Above: Design shown in profile
Level of Difficulty: High - this is an exemplar thats design and creation has taken considerable time and reworking, numerous test versions to get to this point.  The scale and design, the details and project have taken hours and hours to get to this point.   Not for the faint hearted.
Timeframe: Fourteen hours to complete this print with the regualation default settings featured on this blog.  There was minimal waste printing so the ability to reduce the time was a small window of opportunity only. 
Size: The hulls of the design were 150mm in length, 20mm wide and 50mm from the top to the bottom of them.   Eyelits were introducted for the possibility of a sail used in combination with the boat, and the size reflects that potential. 
What we would do differently: From this point of view the student appears to be satisified and looking to move forward onto other projects - the is the question of whether or not a motor was placed on the hull or base of the boat, but the emphasis was on a Catamaran.

Thursday, May 9, 2019

3D Printing Project Updates

 Left; This project was originally featured a considerable time ago and is based around using the 3D Printing PLA to produce a Catamaran.  This was first conceived in December 2017.  In this revised version the insides of the hulls have been deliberately left without infill to create air pockets to assist the boat to float. 

This is a considerable print looking at sixteen hours to print in its current form.  Details of the original print/project can be found here.  
Left: The most recent print on this site, the robot that is incorporating a pencil sharpener has had further development which has been driven and come from the student (ten years old) who designed the print.  While the teacher considered that the print had already been completed this student was adamant that it was not completed and was determined to include a second coloured print to contrast with the base colour and produce some basic features that would add depth to the print.   While these were only small additions to the print they produced a striking addition to the print.

Details of the original project/print can be found here. 

Tuesday, May 7, 2019

3D Printed Pencil Sharpener Exemplar

The design shown without the pencil sharpener inserted
Challenge: Students were given a variety of items that were common classroom items and challenged to produce a 3D Print that used the object in a way that complemented it.
Background: A number of the prints in this series have already been posted and detailed.   Some of them have already featured pencil sharpeners or magnets.    This was a student who wanted to push themselves with an extremely creative and detailed print.   They build the robot that is featured here in the design from 'scratch' using the parts of the Tinker cad main interface that would produce the various features.   They then developed the head of the robot to include an opening for a pencil to be inserted into an a second opening to house the pencil sharpener and also allow the waste from the pencil to exit out the mouth of the design.  Further printing was to include the facial features of the design to include eyes, which were printed separately with a secondary colour to make them stand out.   This student is a ten year old students who has consistently shown outstanding design ability and the idea of creatively making projects that both look appealing and also have a a balance between their size, creation and functionality.   
Above: Design showing pencil insert location in side of head.
Level of Difficulty: High.   This design took several versions to address issues relating to the placement of the pencil sharpener and the location of where it could successfully operate.   The design of the robot itself involved locating a number of features and making sure that they worked in unison with each other to create a design that looked detailed and also appealing.
Time frame: Six hours to complete the print at the standard default settings that we currently use and have done for the past four years or so - a 8mm nozzle with a 20% infill for the printing of regular PLA.    Given the general factors for the design and creation there was little room for adjustment. 
Size:   The print dimensions were 30mm across for the feet 50mm across for the body and arms.  A separate print was completed for the head.   This measured 50mm across and was 50mm high.  The dimensions of this required additional work to be completed. (See below).
What we would do differently: The dimensions of the print as specified above created an issue that the print became top heavy.  It is requiring an additional print to stabilize itself - while it works exceptionally well and looks commercial it was not built with perfect engineering hence the leaning that is taking place in some of the photograph the next step for the student is to design a stand that is suitable to allow the robot to remain standing up.

Monday, May 6, 2019

3D Printed Stationary Holder Exemplar

Challenge: To produce a personalise stationary holder that doubles as an iPad stand.
Background: This design has now been perfected by students in the classroom who are able to produce something that is considered to be an exemplar.   This features the name of the student put just into the base of the design, just above the iPad stand.   Having a template that the students have they have the opportunity to produce something that can be adapted easily for other students.   This stationary holder is developed as a holder for a student who can have the design made for him to have a marker for him to know where he is sitting.    It holds a variety of iPads to be held in place.
Level of Difficulty: Medium: to get this correct and have the dimensions working correctly.  The stationary holder aspect of the design is hollowed out allowing it to have significant storage.   This has required considerable reworking.
Timeframe: Sixteen hours.   This is the minimum that would be expected for the size and dimensions of the print relative to the purpose that it was intended for.
Size: The design is 95mm across the front of the design.   The design that was 150mm long.   The design was 110mm high and the block at the front was 20mm high and 15mm wide.    The name part of the badge raised 70mm above the design, and was 20mm thick. 
What we would do differently:   This is an exemplar.  This has had a number of students collectively working and refining the design to ensure that it works.   

The basic design has come from Tinkercad however the students have refined aspects of it to minimise the rafting (supportive printing or waste PLA).  They have adapted it to ensure that it is personalised, and is being used for students who need to have an identified need to have help with their organisation.

Sunday, May 5, 2019

3D Printed Magnet Customised

Three designs group together with prototype at bottom
Challenge: To take an ordinary or common item and incorporate it into a 3D Print and design.
Background: The came as part of the challenge involving using common items and creating a 3D print concept idea and print around the object.   In this case it was a small magnet.   This magnet can be clearly seen in the picture on the left.   Thinking about where our school is located the student wanted to produce a design that had the name of the area on it as a souvenir or a marker.   The design was relatively straight forward - the magnet had a pin shape, the student wanted to feature the name of the area where the school is based 'Auroa' which features five letters.   To ensure that the magnet was strong enough to hold the print in place the student attempted to design a print with two and then three magnets holding it in place.    The student opted to make the block aspect of the 3D Print a similar length of the print - this created a small issue with the weight of the print causing the printed design to slide as the magnets could initially not hold it in place, this was overcome by introducing a third magnet into the equation to hold the design in place.  At the end of the day where the location of the school is somewhere it is not common to have material produced for (ie it is not possible to purchase 'Auroa' themed material as the location is to remote.
Three designs with prototype now at the top
Level of Difficulty: Low - this was rather straightforward design, kept simplistic with a view to produce it quickly, with the key criteria being the inclusion of the magnets as a priority.
Time fame: Two hours - Some time could have been taken out with the background behind the design which was created as a block to have the pins secured within the design.
Size: The print was 80mm long 20mm high and 20mm wide producing a rectangular prism shape.  There was scope to reduce the size of the print at the rear of the design where it is not visible.
What we would do differently: There wasn't particular consideration paid for the strength of the magnet relative to the weight created by the 3D Print.    The magnet themselves are not particularly strong (which was the reasons the students refined the design to include three pints instead of two) and a strip or bar magnet would have served this purpose better.