3D Printing: Progressions (Junior School)

Challenge: To show clear progression as designs are reworked and remade.

Background:  We wanted to demonstrate an example of how a student might progress through their designs, or take a design and move it forward with different elements.  This student is a Y4 student who has shown a design element to her work in Tinkercad.  She was able to complete this activity independently in all three stages, in under one hour.

In the first instance she took a basic design (a heart) and then duplicated it three times before resizing the different stages.   She then added a personalisation with her name, and then further details with the star.   

The initial timeframe for this was forty minutes.   She created a design that was 20mm, 30mm and 40mm across, was 80mm high and had a thickness of 10mm.  This took forty minutes to complete.   

When the question was posed to the student - 'what was the purpose of this print?' or how could we develop this idea further the student then brainstormed and went onto step two - she decided to take the basic shapes and create a pair of earrings that could be worn.   To do this she took her base design and added holes which she felt would be appropriate for attaching to ear ring hooks.

She created a pair based around the initial design.   The pair measured 30mm, 40mm and 50mm across, was 80mm high and had the width of the next stage of the print reduced to 5mm.  As a consequence of these changes the print time remained the same (just under one hour).   

The student wanted to keep the designs plain however it should be noted that it would have been a basic and simple matter to take the design and create geometric patterns or shape and apply them to the base.

For the third stage when the student was asked to show progression again the student opted to take the design and make a holder for her stationary.  To do this she started with the base design, and then modified it by increasing its size substantially (to ensure that the weight of the designs would support pens or pencils going into the design).   

The student also wanted a potential holder for either a eraser or a pencil sharpener.  To do this she hollowed out a further section by the front left of the design. 

The design in this format measured 30mm wide at the top section, 40mm wide at the middle section and 60mm wide at the last section.   The design had the three visible holes sunk into it and was 90mm long.   The design was 30mm high as the student wanted this height to act as an anchor so it would be able to hold pencils and pens.

The student was looking at other potential uses for this design and shape however given a one hour timeframe, her iPad and Tinkercad this was what she was able to come up with.

Step Master: The Making Of Video

Later this term we are having our school Step Master Competition.  This video was created by Jason Bloor, from Sonic Vision Studios.  It includes a detailed explanation of the building process and information that our students and staff went through to complete the build.

Special Projects: Page Update

On this blog, this year, you may have notices a slight change with some of the content.   Previously the blog was dedicated solely to the work of the student, and some staff, related to the use of 3D Printers at our school.  As time has evolved (as the first posts on this blog date back ten years) the school has continued to update some of its technology which the students are using in addition to the 3D Printers.  

We have thus included tabs that involve some of the other technology that our students are using including our industrial laser cutter, the sticker machine and exemplars from special event days, like our market day.

Recently we have included links to some of our major project work.   This is chiefly been created by students working with our amazing AV man at school Jason Bloor.  This is a link to his youtube page.

Our special event project for this term is to have our Step Master Dance Machine Competition.   This machine was built as a special project with our students, and the videos created were also worked on by out students.   The videos work in conjunction with the machine, so the students are dancing, and the videos of the step master are featuring our school and students in a range of original material.

Last year, we held a livestream dance competition where students battled against each other and we streamed the event live at our school.  This was similar to the Virtual Pinball Competitions which we have run for the past six years.    We have a competition day when we commentate as the students compete against each other.   The video below is the link to last years competition.

We will be holding this years competition with increased divisions (such as a junior group as we have students as young as six on the machine!) a Boys specific competition and also a staff version.

3D Printed: Junior 'Unique' Dragon

Challenge: For a junior school student to create a dragon, from scratch.

Background: We have worked on designs of Dragons before, and featured them extensively in the school market day that took place at the end of last year.   We had a business that was run by Y3 students who were able to locate a range of available designs of Dragons that were available online as free designs.

This student was looking for a way to extend herself considerably.   She has shown a lateral view with designs.   The challenge put to her (she is a Y4 student so someone who is 8) was to use the basic shapes from the Tinkercad main interface to create a unique dragon.  Given the age of the student, the scale of the challenge and the likelihood that it would work seemed very challenging - but again it needs to be acknowledged that the teacher (myself) has again underestimated the talents of a junior school student completing a challenging CAD design process. 

However in the past we have had students create projects such as the Christmas Sleigh from 2018 which was able to achieve the design of a complicated project using the basic steps.

Level of Difficulty: Hard.  The process is to take something that is almost universally recognised.  the student is going to refine and remeasure this design moving forward (see below).

Timeframe: Ninety minutes.  This was ideal for this project as it will allow reworking and following a process of development, with the student taking the lead.  We would have been reluctant to allow the student to create a larger version when this is an early prototype.   

Size: 80mm long, 25mm across and 40mm high at the head.   Ideal for the process of design.

What we would do differently/Next steps for students:   The speed at which the student has succeeded in working through this process has meant a smaller print time to encourage the student was ideal.  The student is going to now work through the basic design that they have created, adding details, sculpting and shaping the design to make it more detailed.  She is using various illustrations and book series to look at details.  It has been a fantastic experience which has shown again the power of the potential for the student to continue to experience with design and creation.

3D Printed Design: Butteryfly

Challenge: To produce something unique, something personal and something with a purpose.

Background: This student is new to the classroom and we were investigating design, ideas and how to create something different from students in the classroom.   The student decided look at creating a unique 3D shape, so opted for the Butterfly Wings.   For the personalisation, the idea was to link the wings, or reinforce the wings, by putting the block lettering across the front of the design.    The student is developing her ideas and concepts and the purpose of the design was identified by the next stage in the process.   She wants the design to work in conjunction with a storage box, this is the top or the major feature of the lid.   She is developing this idea and developing what is practical and able to be designed.

There was a bit of experimentation of the design and the shape, relative to the wings.   You can see this in the profile shown on the left.   The rafting has been removed from the print by this point, and there was a significant amount to give the shape of the design.   

Level of Difficulty: Medium.   This is intended to be an increasingly complex print with a number of future elements.   The butterfly would rate as a straight forward idea, but this is the first stage of a print by a novice Y3 student, who is eight years old.

Size: The wings measure 120mm across. the lettering is 20mm high and 20mm long.

Timeframe: Nine hours including the rafting, which as noted was significant.  The student was looking at design ideas and creations and in this case the larger the design was intended to shape further ideas and creations.

What we would do differently/next steps for the student: The student had the lettering linking the wings to provide further support.    The student decided that in future versions of this design the student would provide a stabilising block in the back of the design.   The next step having produced this design is the measurements for the box that it will work in conjunction with.  The student has started measuring and looking at options.

There will be further details on this project moving forward.

3D Printed Stationary Holder Advanced V2

Challenge: For a confident Y3 student to develop his skills further with a more complicated design with independent created elements.

Background: Once confidence has been gained, once a student has shown and attitude to design and create the next stage for them is to work on something that is unique and that has a purpose.   While some of the students have opted for complicated designs involving aspects of it working with another element (such as the pencil sharpener holders, detailed on this blog and featured here) there are a group of students who are moving towards their own next step.

In this instance the student here has designed a stationary holder.  The elements that are shown on the left are created by students using the main Tinkercad interface.   The base is a rectangle shape, the cylinder and text are basic shapes.   The student brought this design to the teacher and the teacher then challenged the student to look at creating something additional for the design.  The student made the decision to create a figure to further enhance the design.  This figure was created by the student and placed in the front right hand side of the design.

When completed the decoration was completed by the student having it spray painted (supervised by a senior student from our school) with two differing colour.  The student when the painting was still wet then made the decision to scatter glitter over the design which was then stuck to the design when it dried.   

Level of Difficulty: Medium the basic shapes were easily identified and applied.  The difficulty of the design was further and significantly increased by the creation and addition of the figure.

Size: The design measured 70mm across and was 70mm high.  The cylinder that was the main storage of the holder was 90mm high and the figure was 60mm.

Timeframe: Eight hours.  There is some scope to change this on the basis of the student making changes to the design, to increase the size of the base.

What we would do differently/next steps for the students: The student concerned was initially a bit disappointed with the dimensions of the project, thinking that it would be larger and therefore able to contain more material.   However once the student had started using it for its purpose he found that it was able to contain a significant number of items.   He also decided that he could have altered the figure to hold a further item such as an eraser.     He wanted to look at its dimensions.

3D Printed Mini Labels

Challenge: For a student in the classroom to look at creating a label, making use of the printer to produce something that is functional but also minimal.

Background: We have the printers currently set with a smaller nozzle at the moment to include more detail in the print, which as a consequence is making some of the larger prints are taking longer than expected.   We challenged one of the new capable students to go in the other direction and look to produce something that would be smaller, allowing more detail to be put into the print.     The student as they are developing their skills approached Tinkercad, used a pre-made basic shape and then simply added their name to it.  A very basic two step process.   However it had the desired affect and enabled the student to print multiple copies of the same print in a short space of time.

The final step once the printing was completed to look at an effective and quick way in which the print could be decorated.  For this the Y3 student enlisted the help of a senior student from our school who is Y8 and they were able to undertake the spray painting process.

Level of Difficulty: Low.  This was designed as a brief introductory challenge where the process was to be judged by something simple, achievable that could be completed independently.

Size: The print measured 30mm long, was 30mm high and was 10mm thick.   Potentially this could have been made smaller or thinner, obviously an advantage was the number of letters in the students name, the size of letter was probably the minimal possible to ensure that it was still legible.

Timeframe: Sixty minutes.   There was the potential for this to be reduced by using a smaller thickness of the print which was completed at 10mm.    However the student enjoyed that aspect of the design and there was no question of how robust it was.

What we would do differently/Next steps for the students: Nil.   This project was completed within a short time frame, the objective was achieved and no alterations or changes were made for the student or the project.

3D Printed Stationary Holder: Advanced

Challenge: For a confident Y4 student who is showing promise and talent in 3D Printing to further his design by adding details to his project.

Background: The years classroom is a combined Y3/4 classroom of students.  The students are a mix of last years classroom who had experience with the 3D Printer and CAD design and students who have joined the classroom for the first time and while they are somewhat less experienced have the ability to pick things up using Tinkercad quickly.

The student concerned had originally designed some basic shapes and ideas and then wanted to combine them into a stationary holder that he would be able to use in the classroom.

The student produced the design shown left.   He wanted to include the two aspects of the design to personalise it, along with his name.   The cricket bat was shown left and a soccer ball was included in the design of the main cylinder.

Level of Difficult: Medium.   There were different aspects of the design that needed to work in conjunction with each other.    

Size: The base of the stationary measured 90mm across the front of the design, and was 125mm long.   The name at the front was 55mm across and 25mm high.   The cricket bat was the length of the base and the stationary holder part of the design was 75mm high.

Timeframe: Eighteen hours with the current default settings.  The design and the aspects of the design were correct for the dimensions of what the student wanted and he was extremely pleased with the result.

What we would do differently/Next steps for the students: The student was extremely pleased with the overall result and the aspects of the print that they used to enhance and add detail to the finished product.  At times students add aspects to the design that while they can look appealing the detail can then something that does not translate well to a 3D Print, particularly if they have too much fine detail on them.

Numbers Outside - Six Year Update

 

The longest term print that we have been monitoring on this website, was the creation of a series of numbers for the emergency management assemblies at our school.

The prints were first completed in August 2018.   The prints were then put onto a fence in the full elements, and left outside.  The prints have no protection and are in an exposed location.   We have also revisited the prints and created an update in March 2021.

As of today the prints are still in place, and still have maintained their structural integrity.   They have been resprayed once (in 2021) to ensure that they have maintained colour.

This shows very clearly that the PLA in the 3D Printers is able to withstand the elements including a full winter without there being any evidence of wear or damage to the prints.

We intend to leave these prints in place for the foreseeable future as they still continue to serve a purpose and are working.  If there comes a point where there is damage to the prints they would be replaced but to this point that has not been the case.  

3D Printed Pencil Sharpener Holder - Advanced

Challenge: To design a print to hold a pencil sharpener.

Background: We have challenged a group of students who have shown an aptitude to design to look at more complicated prints to challenge their design, problem solving and think about creating something that has a distinct purpose.   This print idea has been used before and featured a number of times on this blog in the past.   You can look at some of the examples on this blog by using the search bar here on the right - or you can click on the link here.

This challenge involves the students accurately measuring an insert into a design to house the sharpener, which can typically be purchased in bulk from a local $2 store.   We have usually started the process by giving the pencil sharpeners to the student to kick off the process.

The print shown left really shows off the progress of 3D Printers over the last ten years.   This design was completed with a minimum amount of rafting - the entire sphere design shown here was printed as a single print without any waste PLA waste.  

The print is medium level length wise but brings the ability to challenge the students thinking to introduce a significant cavity into their design.

Level of Difficulty: Medium.   There are a number of parts that need to be considered when making a print like this work, including the students considering the exit of the shavings from the pencil being able to be removed and balancing of the pencil sharpener.   

Size: The base of the print measures 120mm across and the print is 100mm high.   For the size of the pencil sharpener intended to house the design these dimensions would need to be a minimum.

Timeframe: Eight hours.   There is some potential for a reduction to increase the size of the cavity for the pencil sharpener without decreasing the integrity of the print.  

What we would do differently/next steps for the students: The student is intending to decorate this print and is pleased with the design and details.   Once this is completed we will be discussing the design with the student and looking at ways to alter the design.  A key consideration will be making sure that the design is functional with the sharpener, and given this students design ideas they should have considerable scope for revision and redesign.

Door Handle Message 3D Print

 

Challenge: Y4 Student to create an original 3D Printed design with a purpose.

Background: This student has been given a challenge to produce something that is unique, that is created by the student from scratch, using Tinkercad.   The student had a number of ideas that she wanted to look at creating and this project ending up coming as a result of this.   She decided to use the main interface to make a creature.   An issue for her was how to look at handing it from a door handle.   She made a decision to exaggerate the arms - and this was the manner in which the creation was able to be held in place on the handle of the door.

As shown left, the student was able to create something amusing but also managed to complete the brief.   When the student wanted to look at options how to present or decorate the design she was able to use one of the tools that our students have been regularly been using to put a filter onto our designs.   We have posted about it on this blog before but by using the PicCollage 'Magic Camera' Filter, the students are able to use their iPad to create AI version of the print.  This then gives the ideas for the students on how they could potentially decorate their print.

Size: The print measured 140mm across and was 100mm high. The depth of the print was 10mm which meant that it was durable and able to be handled

regularly.   

Timeframe: Eight hours from start to finish on the current default settings.   Ultimately the student wouldn't have wanted to have it any smaller than it was, so the printing time would have remained about right for this project.

Level of Difficulty: Medium - as the print was designed to be amusing, relative to the size of it, the arms could be over exaggerated to make the purpose of hanging the print onto a door handle.

What we would do differently/next steps for the student: The lettering which states 'Do Not Enter My Room' was too dense for the print.  The print needed to have a different message, or one that was simpler.  The message was able to be produced just by the printer but the student has already discussed an idea to rework, edit or adapt this message.

Junior Coin Box - Exemplar

Challenge: To produce a functional detailed purposeful 3D Print.

Background: While we have students who are working on what we would generally consider to be beginner or starter projects we also have students who are at the other scale of things - students who are creating independently innovative and interesting projects and pushing the boundaries of CAD and 3D Design as Y3 (seven) and Y4 (eight year olds).   One student who has consistently done so has recently started to revisit projects that she worked on in the previous year.   She has previously work on designing a money box, and we featured this design in 2023.   She recently began a process of revisiting her previous designs and looking to improve and think critically about what she had been working on.

In this version of the money box she focussed on redesigning her name, which now dominates the print more significantly than the previous version, has hollowed out the inside of the box (which allows for much greater storage, the original was merely a slot on the inside).  She also included another subtle difference by placing her initials on the top of the design.   

In reworking this design she has improve its functionality and appearance considerably.  There has been no teacher input into the project.  The student has created, tested and worked on this design and then presented it to the teacher to print in its finished state.

Size: The print measures 50mm across and is 45mm high.  This has made it rather compact however the student wanted to create this revised version to see what it would look like.

Timeframe: Eight hours to complete - a version with a larger storage area or greater capacity would of course have to have an additional print project time.

Level of Difficulty: Medium - this is a complex print that has a number of elements with it that need to work, in conjunction with each other so that the print works as a project.   As noted this has been worked on by an eight year old student however this is one of the top creative designers in the classroom.

What we would do differently next steps for the students:

The student has been given a task, a challenge based around this design.  While the design is functional and works the student has been asked to come up with a locking mechanism for the base of the design so that the student can open the design from the base and use this as a means to empty the storage.  At present the entry and exit point remains the (significant) slot at the top of the container.   The student is going to use technology to research.

Y3 Junior 3D Printing in the Classroom

Challenge: Introduction to 3D Printing for a junior classroom, a project for a beginner to complete.

Background: There are a range of skills in the classroom from students who have worked with Tinkercad and 3D Printing, from the students who were in the classroom for 2023 and those who are involved and creating for the first time.

One of the very easiest designs, and a very positive starting point for students is to create a locket.   This task has been detailed before and we have been revisiting it again.   It is a task the requires one step in addition to choosing a template from the main interface.   The example that is provided here has come from a student with no experience who has set a goal and being able to achieve it.   You can read the details of the project here when it was last completed in March 2023.

Projects Currently Underway Term Two 2024

 

We have been continuing to explore and use some of the additional features of Tinkercad with our students iPads.   We have previously shown examples of how our students have used the AR/VR function with the project development, or applying filters to designs to alter their appearance.

Another favourite creation tool at present is using the "blocks" function related to the design.  This applies a variety of technology to create a brick like version of the print.  This is accessible by a simple click and allows the students another version of their designs. 

Left: Independent Projects working of the students.  The junior class of students who have originally started working on their first significant prints.   While the students have worked completing badges and labels the next step in projects is for the students to look at producing some stationary holders.

The class with the students working are Y3 and Y4 - so the students are seven and eight years old.  We require their designs to have some individuality and also have a functionality.  In most cases this is provided by projects such as the one shown on the left.

The main design consists of three main shapes from the basic Tinkercad interface (main page design).   The shapes are then grouped together and the students name has been placed on the base.   The student then opted to have a senior school student assist with the spray painting of the design.  This design measured 130mm across was 80mm deep and 80mm high.   It took eighteen hours to print on the default settings.

Another aspect that we are looking at is to get designs that have already been completed and look at ways to alter the design or the type to change the purpose.  In the example shown left the Snowman with Guitar which was featured on this blog previously was printed as it was somewhat whimsical.  The challenge to the student who designed it was, is there a way that the design can be altered to have another purpose or another use.   The student concerned inspired by some of the other storage options from recent prints made the decision to include storage in the Snowman's head. The initial design didn't have this feature, however the student has already discovered that the addition of the storage comes at the cost of stability.  Attempting to add a pencil into this form of storage means the weight of the unit cannot be sustained.  The student is now looking to scale the entire design to make the print more purposeful, but has yet to attempt the dimensions, as a Y3 student they are a little concerned, however they are going to attempt to use VR/AR and a pencil to do so.

The Battle of Hoth/Star Wars designs is continuing to progress.   The student concerned has found that there is extensive predesigned material and props available specific to the scene that they are developing.

Already identified and located have been the gun emplacements and the target of the climatic scene, the Shield Generator has now been located and printed.  This can be seen in a mock up of the scene on the left, with a Lego Mini Figure clearly shown for scale to the left.   The actual diorama at present is awaiting sizing to ensure that everything is correct to the right ratio/scale.

This will be an ongoing project that will require a number of elements and aspects as it moves forward.