Using AR/VR and Combing it with TInkercad and Icograms

We are continuing to work with our junior school students who have been developing for the first time with Tinkercad.   Students who are able to use the creative process typically are working from two fronts.   The first are the prints that make it from the concept stage forward into the creation.

The second significant portion of prints are ones such as shown left.   In these examples students are creating for the first time - however our experience as teacher shows us that while the creation process can be exciting the reality is that some of these designs can work as concepts but not actual prints.  For instance the design shown left was made by a young (Y3) student using Tinkercad.  The design was something that she was very excited to create, however aspects like the pins in the head of the students meant that it would not practical to print it.

By using the VR/AR aspect of Tinkercad the student was able to take her design and then use it to place her creation at a number of locations around the school.   The student was then able to write about these examples.   This has led us to a discussion about the creating designs and then using the design by testing it such as putting it in place (the student who is designing ear rings could AR/VR them into place so they could see how the design looks).   

This allows the student to have a practical experience using the AP and while the student cannot follow with a 3D print for the project it still has an active use.  Another aspect to consider is how filters might be applied to creative projects such as the one above.

An instance of this would be using iPads with the Pic Collage App.   A recent addition to this app has been the 'Magic Cam'.   This filer can be applied to any media and then AR/VR the result to change the image.

An example of this can be shown with the use of the Icograms 3D map maker.   In this example (shown left) the student in the classroom has used Icograms to create a farming scene.   Our school is a very rural based school and there are students here with predominantly farming backgrounds.  Icograms has an American-esq theme to its farming options.   

The student who is Y3 was able to create this map within a relatively short time frame, further time could have been spent sizing up all of the aspects of the farming scene (so for instance the cows should be close to the horse and the farmer similar.  In this example as well the student has not completed the floor plan for the grass as there are considerable areas of white on display.

However as an example this student then took a screen shot of the design, and decided to put it into the Pic Collage Magic Camera Filter.

The filter applied left is the Sakura (Japanese Cherry Blossom) filter.  In this the students original design has a series of changes automatically made (the creative duration is usually under ten seconds).  

This filer from the basic version of the App is one of a series that have recently been available.   There is an additional watercolour and Christmas variation.   There are also a multitude of further variations that are available for users of the APP who upgrade.

In our classroom the students have the ability to use their iPads create using Tinkercad and then apply the filter to media that they have created (it also has the ability to use the filter on photographs that they have take or have already on their camera roll).

The process to alter the photographs usually takes seconds to add details and create an engaging experience for the students.

3D Printing: Beginning Steps and Refining Projects

 

As we're currently in the first term of a new school year in New Zealand we have a group of new students, who are Y3-4 currently working on their very first 3D Prints and 3D Projects. 

As we have detailed this process in considerable detail already on this blog, we won't repeat too much of the process etc.   but suffice to say that the seven and eight year old students tend to start with the basics and complete the basics well - in this example the student was thrilled with their effort (so much so that they didn't want to repeat the print, despite the obvious printing error.   This print was the first print by a student who used the 'flipped' instructional video which is the step by step guide to producing a basic Tinkercad print and design.  This print took just over two hours to print was 120mm across, 90mm high and the base was 10mm thick.  The lettering for the names of the people in the students family were designed to be different heights and the student was really pleased with the result.

At the more advanced level we have a student who had a major roll in the School Market Day which took place at the end of last year.  This student was responsible for sourcing SVG files (that were public domain, freely available) and converted these for 3D Printing, originally adapting a cow design into a number of other designs.  These were able to be produced quickly and once the design was sorted mass produced using the 3D Printer.   It was ideally suited for this process as it was able to produce robust ear rings that could be produced in twenty minutes or so.   The student is going to be running a small scale innovation business this year along these lines - and the Dolphins are the first design that she has worked on at this stage.   They are currently taking twenty minutes each to print measuring 90mm high, 30mm to 45mm across and are currently 5mm thick.   

Finally as can be seen, also from the same photo, the student who opted to laser cut the iPhone holder has started to revise the design by using the 3D Printer to produce something with more strength to it.  Her first design will need refinement for while it looks to be a successful fit to the base, which she still intends using the laser cut base for testing has shown that she needs to check again to develop it further.

Laser Cut Basics 101: Phone Holder

 

Basic Project Laser Cut Phone Holder

Once again the challenge for a student using the school laser cutter is to look at projects that could be completed and completed using design (Sketch Up) for the base and the back of the phone and Gimp to locate the karate kicking figure that provided the balance for the stand.

The stand measured 80mm across at the base and is 150mm high.   The design in its current form took two minutes to laser cut out.

A revision of the form is required as the student discovered that the stick figure while providing balance and looking humours and eye catching also was quite fragile.  The design was only 6mm thick as it had been cut from 6mm MDF wood.   Testing showed that if it was dropped that the weight of the base could easily cause a crack in the figure as the legs were quite.  The intention to address this issue with the print is to 3D Print the figure and combine it with the base of the laser cutter and then spray the two elements to link them together.

Basic 3D Printing Projects: Labels and Tags

We have in the past provided extensive details about the process where prints are created, because of that we are going to supply a link to previous years work here and further examples here.

One of our most popular posts on this blog is a 'how to beginners 3D Print' created by some of our students.   This video is linked here.

This design here shown left is a Y3 student designing something for the first time with Tinkercad.   The design measured 65mm across and 50mm high in addition to being 5mm thick.   This print has a total time for completion of just under two hours.

Laser Cut Project: LED Light Stand/Combination

Laser Cut Project: LED Light

Challenge Idea: The student who has been working to extend themselves using the laser cutter has been looking online for interesting and creative projects that she can be involved with and develop further, including the possibility of using the 3D Printers or other technology to enhance the project.

In this early example prototype the student has taken a basic box shape, introduced tabs into it so that the box can locked or be held together.   The student has used Sketch Up to design the shape.

As the light which is intended to be exposed by the shape of the box needed additional ways to allow light to leave.   The student decided to experiment by introducing the circles which can be clearly seen in the photograph.    The addition of a basic LED light is intended to be mounted inside the shape.

The design is expected to go through several different refinements and revisions as the student works (independently) to test and look at developing this.  In its present state the box took ten minutes total to print, the dimensions are 100mm across, 120m high.   The wood being used is 6mm MDF.

Using Tinkercad AR Feature to Add Depth to Prints

 One of the challenges to consider is ways to continue to motivate students using 3D Printing, particuarly when they have worked with the material and design features before.   We also have had considerable experience using Tinkercad to design the prints that we are making.   Last year we had students who started to experiment with using the AR feature that is available via the Tinkercad APP (this feature is not available with the desktop).

This allows us to look at designs prior to printing them to get a feel for their dimensions and to consider where they might be placed, and if there are any potential faults with the design with the design is enlarged.

A design from scratch, from an eight year old in the classroom, shown left when enlarged and then AR into the students hand in the classroom showed a clear issue with the front left leg (which is here on the right hand side).   The student prior to printing was able to use this feature of Tinkercad to determine that the leg needed to be better attached to the design and also the placement of the leg would suggest that it would need to be strengthened to ensure that it was robust, as once the rafting was removed there was a good chance that the design would really struggle.    By using the feature at this stage it meant that a print would be redesigned and therefore would occur when the print had more chance of success.

Other examples can be shown left - in this example a student designing for the first time using Tinkercad, this is the badge design, which is a typical first step for students to create.

There are tutorials including step by step videos on this site created by students from our school.

This design typically can be completed in a short time frame even by a student that could be described as a novice student.

In the design shown left, while aspects of it look comparable to the design above the student (who is an eight year old student) needed to look at the hole in the top left hand corner, the aspects of the design which is the soccer ball - comparing the difference that it was anticipated to look like, and how it could be redesigned.

The print took two hours to complete and the dimensions of the print measured 100mm across, was 75mm high and 20mm wide.   The student is intending to look at making changes to the design to streamline this.

Laser Cut Projects: Continued Expansion

 

The Laser Cut Earring project/small scale business is continuing to gather pace.   The students who is responsible for this is refining her designs, including the placement of the holes to attach the earrings to the loop holders, 

She has started to develop ideas such as the finish of the product including experimenting with the staining of the wood (coffee is something that is proving effective).

Central to this idea of using the Laser Cutter for the design is the fact that combined with the technology and the free software available the earrings can be produced for a minimal cost - even allowing for this the student is looking to simply run a small scale business without the need for significant overheads.

This will be documented moving forward during the course of the school year.

Game Board Basic Design:

The same student who is responsible for the earrings project is looking to further develop their skills with the laser cutter.   

In this example she has decided to look at designing a board game using the 3D Printer to create the board.   This is her basic example she has a board and placed some semi-random examples on each of the squares.   The student also designed some basic instructions on each of the squares as can be clearly seen on the left.

The student is revising the board as it stands (which is currently 'busy') and is looking to play test this idea to add depth to it.   It goes without saying that this will be revised and reworked during the course of the school year and we will continue to update the process and product as it develops.