3D Printing Projects: Further Utilising AR/VR and Tinkercad

 

We have spent the last week of school looking at a range of options to produce the furniture series for our students related to the 2025 Dolls House Project.

In yesterdays post we explored how students were using Tinkercad with more originality and detail to customise the furniture that it going to fill the house.

These designs are the next step in that process.  Each of the designs has been created by the seven and eight year old students using Tinkercad and then the design has been AR/VR into the Dolls House so we can see it before it is printed in its final state.

This has a number of affects on the project.  Firstly it allows students to see their design before it is printed, for the students to look at balance and form and to have an idea what their creation might need to have adjustments with.

Secondly the volume of work coming from the students means the practicality of printing all of the designs (which are typically four hours or so) allows them to finish the project rather than wait for the printing - we have previously identified that sometimes Tinkercad can be used to create a project that does not mean that the project at the end of the process can require, or is indeed suitable for printing.

Throughout the process we wanted to scale designs for the students in a simple way - hence the repeated featuring on of the plastic figure.   

The students require an iPad to complete the task as the Tinkercad App with an updated version has a AR/VR option built into its main options screen.

We still want to continue to refine the designs next term as they are pleasing but in some cases could clearly benefit from some placement and details to show exactly where they could go.

3D Design: Junior Extension

 

We challenged our students at the end of this term to create some detailed designs for the Dolls House project, we have the intention of printing these during the ongoing school holidays in New Zealand.

An example shown left from a student who created an original bed design for the Dolls House.   This student wanted to make something themed from the Bathroom portion of the house.    The student is using Tinkercad to create the design from scratch.  All of the elements that were placed into the design came independently from the student from the main design page.   The student was also able to use features like the wagon wheel to create the drain hole.

The bunk bed was an early stand out design which featured more detail than a single level bed.   As a result a number of students used this as an example that they could build on.   The ladder itself came from basic shapes.   This was completed by a student who was working on their first year of using Tinkercad to create designs.

Further refinements of design can be seen in the detail around the pillow on the mattress base.

This student is going to use the sticker machine to create a decal to put onto the bed to show the blankets and the details.

As a basis for students to design something from the start, who were perhaps not as confident as others we tasked them with looking at objects that were in the classroom and potentially making a version of this.

In our classroom the furniture includes a bookcase - which we used as an example for students to see in front of them and work out the dimensions.

Typically we had to ensure that the design was based and shaped correctly, and we insisted that students carry out an animation task to ensure that the design was balanced.

This ensure that everyone of the twenty seven students in the class could complete a design.

The biggest challenge for the students that was present with their designs is shown by the example left, the legs underneath the design in the picture above.

The students independently sized each of the legs, instead of copying one of the legs and duplicating it four times to make a perfect copy.  

The one part of the design that needed the most attention is the feet and we also need to consider the use of the design.  We found many designs online of model dolls houses - this is not something that we want, we are building a dolls house that we want to be constantly used, moved and shifted and have the students interacting and playing with.   As the target is a group of five year old students we cannot have any parts that might break or not stand up to the pressure of being moved, dropped or have pressure put on them. 

3D Prints and Laser Cuts: Where to Next

 

As we are celebrating the end of the school term we have a number of events that are occurring, one of which is our Easter Holidays.   As per the New Zealand tradition of the 'Easter Bunny' there is a large number of media and resources pre-made.  A basic example of this is the laser cut shown left.   It is not student designed and the files can readily be found online and the image took just over ten minutes to print. 

Additional decoration was possible however it was not deemed something that was carried out.

Our AR/VR designs, to apply the Tinkercad designs to the Dolls House are now needing to be 'a model'.  We have discussed how our model images will need to be 'to scale', to have the 'other features in the photograph' and also feature the 'model' figure.   An example of all of these is the photograph shown left, it needs to be repeated as the flooring is not in the correct location, the model was not present (it was just out of shot)

We have the school holidays for the term coming up very soon in New Zealand.  We want to use the two week break to ensure that we can complete as many of the outstanding projects as possible.   We have three printers in our school, two of which are typically able for our classroom, depending on demand.   We will be able to print during the break a number of the larger projects which will be the furniture for the dolls house.   The project has been so successful that we are building a second dolls house which will be made around the dimensions of the first, so we are intending to complete two copies of each object.

3D Printed Dolls House Accessories: Thinking Outside

 

Challenge: To create something that could be placed inside or outside of the Dolls House - 'thinking outside of the box'.

Background: As we continue with work on our Dolls House Project we wanted to ask the students what could be placed outside the house? What would you not expect inside the dolls house?   Some students created a play on words with this - one student has designed a miniature play house to go within the Dolls House.   The student who designed this decided to look at creating a dog kennel that would be placed nominally outside of the house but also could fit inside realistically.

The student is a Y4 student designing for the second consecutive year and have proven to have strong ideas and creativity.

In this instance they wanted to have a name or a clue to the purpose of the box as shown by the paw that is placed on the entrance to the kennel.

Other further ideas were discussed such as producing a dog bowl or even a bowl itself.    The student has opted not to complete this at this time but wants to see if they can locate a toy of relative size.

Size: The kennel presently measures 65mm across at the front, is 55m deep and has a height measured from the base of the design to the apex of the kennel of 70mm.   If the student locates a dog or puppy figure they might look again at these dimensions to ensure that the animal is able to fit in conjunction with the housing.

Timeframe: Six hours.   This took longer than anticipated however the design featured a roof design that required it to be filled in.   The overhang of the roof meant that the outside of the print required rafting.

What we would do differently/Next steps for the students:   As with a lot of student created ideas we are hoping that this design will lead to others from the students and to think of new ideas for details.

We have also placed a temporary flooring in place, as shown left in the photo.   The house has four rooms and has been split into four zones as shown - kitchen, lounge, bathroom and bedroom.   The students have to choose one each which will then direct them with their designs and creations relative to a theme.   Students who have created a design that already fits the brief for their area will be asked to improve or alter their design and look for other examples.

3D Printed Ear Rings - Refinement and Adaptions

While we are continuing to work on the various projects that are running at school as we head into the last week of term for term one, 2025, we also have a number of students revisiting some of our previous projects to ensure that they have mastery of the task or in some cases have further refined their designs.

In the case of the ear ring task that was detailed previously as the students have been using Tinkercad we have a classroom space set up via the website.  This allows students to have multiple projects running up also allows us to think about the events that are coming up later in the year - specifically our school market day.  

Realistically this type of project would allow us to print a range of individual designs for the market day and allow each student to have their own creation that could be used to showcase their creativity.

There has been no input from the teacher with these students designs they are creating them independently and identifying for the teacher when they can be printed.   As the size of prints tends to be in the 30mm to 40mm range the print time for a pair of ear rings tends to be under one hour.   They are an ideal task for students to be creative but also have a realistic about printing, including designs that do not work or need to be reworked.

We also have allowed students to use the search bar from #tinkercad to alter and adapt the pre-made designs.   Usually this is something that we restrict with the students ideas having more of an emphasis placed on them, but in this instance as the designs are relatively small we want to be able to allow the students to create something, have it successful and be able to celebrate this.

A good example of this line of thinking is the monster feet design shown left, this has been accessed via the search bar, the student was required to just connect a ring to the shape, group it and the design was finished.

We have in our classroom on display the Dolls House which is the actual rebuild that we are attempting.  We have been completing prints, adding them on and then discussing with the students how they look and what else we can make.   In the photograph left you can see early examples and attempts at flooring, currently just created by laminating basic screenshots however the intention is decals and vinyl coverings of the wall and the floors using the Versa Sign Maker.

We also have encouraged the students to think about their designs during the upcoming New Zealand School Holidays.    It will allow us to print a volume of material and projects and do to also consider some larger scale projects that students have worked on that will potentially involve a longer span of time.   It is too early for students Market Day projects at this stage although we want them considering and thinking about the possibilities coming up.

3D Printed Dolls Bunk Bed - Exemplar

Challenge: To create a piece of furniture for a Dolls House.

Background: This task has been detailed from a number of perspectives and the process has been repeatedly highlighted on this blog.   You can see an overview slideshow of the process if you click here.

This task was completed by a seven year old who has been using Tinkercad for two months.  The student was able to work independently to complete the task, and has completed several designs in the sequence.   After completing a basic bed shape the student wanted to extend themselves further - the initial design was functional but lacked detail that the student was able to add.    The idea for the bunk bed and the scale came from the companion figure.

We have been encouraging the students to think outside the box with the project and to look at how we might able to be use some of our other technology and some of our other resources at school.  For instance we offer sewing as an elective for our senior school and this is something which would potentially work well with hand sewing (for blankets for instance and pillows perhaps with some stuffing).

You can also see the direction we are intending to move towards to cover the floor and the walls of the dolls house in the photograph on the left.

Size: The design measures 90mm long, is 50mm high and 60mm wide.   It has the exaggerated steps and pillows, with the intention of it working with the plastic figure shown in the photograph.   There was a significant amount of 'rafting' with this design as the student printed it in one design, instead of splitting it into two seperate pieces.   This is potentially something that we could guide the student with in the future, the dimensions as they stand need to be this size for the figure to work.  We also want it to be robust it needs to work for junior students who are going to handle it repeatedly and interact with it.

Timeframe: Four and a half hours on the regular default settings.  As noted this could be improved by the removal of the middle section and then the joining of the two pieces together.   

What we would do differently/next steps for the student: There really is little more that could be expected from this design all things considered.   The location and the use, which is by five year old children, needs to make sure that its robust enough for a heavy use item potentially.

The student it goes without saying is extremely impressed with how the project has gone, and how the overall result has been produced.  This is currently the near end run of a roll of 'rainbow' print.   We will be looking at ways to create the bedding (as noted above) and how we might use technology to help with it.

3D Printed Dolls House - Furniture Exemplars

 

We have reached the point wth the examples that the student are producing following a period of reworking and refinement that they would now be described as exemplars.

Students have been continually bouncing ideas of each other to ensure that they refine, improve and rework their designs.

They have started to consider applying scale to them to ensure that they are able to work in conjunction with a figure or model to ensure that they are viable.

Early designs featured the basic shapes the new versions that are currently coming from students features designs that are had additional details that were not previously included with the designs.

Another example of this would be the comparison between the desk shown left and the bed in the top right.   The bed has been scaled perfectly to fit the figure, the desk in its current configuration is slightly too large as it comes in at nearly should height for the figure.

The other discussion that is being had with the students is what happens next? What else can we work on to complete?   The next direction where we want to start working on is how can we combine the furniture with the house and the rooms.

We have started to look at commercially available examples of decals or stickers again while this is in the early stages with some basic designs, which at the 

moment the scale is not quite right but we are wanting to inspire the students with the direction that we can go.

We can already determine that the floors and the walls could both be decorated this way, by focussing on decals for the floor and wallpaper for the walls.   It might also be possible to include additional details in the images that are not present as physical aspects of the house for instance other details that would be reflective of a kitchen background.  These early flooring examples (shown left) have been printed with a. standard colour printer and then laminated to put in place to ensure that the idea can be demonstrated.   As the Roland Versa sign maker pints .png files our junior students could complete the task on pic collage.

3D Printed Furniture: Advanced Details

Challenge: To push students design ideas and abilities in creating more detailed furniture that could fit into a dolls house.

Background: This has been the focus with the classroom for the last week or so.  We have had to take the time to print a number of examples of the students work, as they have been refining, reworking and altering their design.   An overview of the entire project is located here.

In this example a student has wanted to push themselves to design a realistic and detailed kitchen unit.   This idea was created first by another student who came up with a detailed idea of a kitchen unit, which was featuring a sink built into the design.   This is located on our blog here.    Once the design had been shared with the class and then tested for viability and AR/VR into place.

The student wanted to create a number of features in this design, a sink with a hot/cold tap, a cutting board (which has an apple attached to it) various cupboards and a working fridge.

Size: The side featuring the cutting board which is shown in bottom right.   The first side measures 10mm long is 20mm high and 20mm across.  From the following side has similar dimensions and a length of 110mm.    The sink side was 70mm in length.   The fridge which is shown next to the sink was created to be an independent piece.   The height of the fridge was 70mm high and 20mm across and 40mm long.

Timeframe: The total time for the print took four and a half hours.   This was reflected by what needed to be created to make the print fit with the context of what was required.  Any smaller and the design would not have worked with the figure.

What we would do differently/Next steps for the students: The intention has always been to use as much of the schools technology as possible.   The 3D Printer are a significant part of it but the exciting part for some of the students will be the use of the sticker machine to produce decals to work in conjunction with the print.    The student who created this is now going to work out the area of the bench, measure the size of the fridge and use technology available to consider how they can create the decals.     Although this student does not have specific experience with the use of the machine before they will be using their iPad and Pic collage.

Dolls House Project: 2025 Summary

 

3D Printed Furniture: Oven

 

Challenge: To produce an individuals student own unique piece of furniture.

Background: This is part of the Dolls House 2025 student project, where we have been creating individualised pieces for the house that we are rebuilding.

This student had already completed the first task when they used the pre-made items from the main Tinkercad interface to produce 

This students next step was to consider what she could then replicate using a basic block pattern and sequence which resulted in the design shown left.  The student was then able to have the design printed to compare it to the various figures that we are using

for scale to ensure that it fits into the Dolls House.

Size: The print measures 50mm wide was 40mm deep and the main base was 40mm high.   The back plate or splash back was an additional 15mm high at the back.  

Timeframe: Two hours

What we would do differently/next steps for the students: The door at the front was a blank piece that could potentially have a handle.   The gas rings on the stovetop are placed in a formation that appears a bit random, the student could potentially include alterations here that would not significantly alter the print.   Their was no fan extractor present at the top of the design.

3D Printed Furniture Designs: VR/AR Progressions

We are continuing to refine, improve and redesign the furniture that we are printing for the Dolls House project that has been featured on this blog.

We have seniors laser cutting the wood and are now redesigning our furniture.  As we have explained on this blog, the first designs have been AR/VR using the iPad App for Tinkercard.    We allowed students to design basic shapes using the main interface and also use pre-made shapes such as the television which is mounted on the chest of draws shown left.   This photograph includes a 3D Printed bed from the first run of prints, but the other details in the room, as taken via the window of the Dolls House are projected.

We have pushed our seven and eight year olds to look out how they can use Tinkercad to improve their designs.   We have asked them to add features to the furniture that they are planning and using their details and creations to inspire the other students in the classroom.    Instead of getting somewhat basic designs 

An example of this is shown left - you can see the progression from the initial bed design from a Y4 student, they have added the head board to the bed, the design on the bed spread, etc - then wanting to add something else an original bedside table with the oversized clock.

The student has been able to produce this and make it independently.  They have AR/VR the design to check its viability and we will then move forward with the 3D Printing of the prototype.   Of course as we are producing a scale model for a dolls house we would anticipate the design will be in the two hour or so range for printing time.

You can see another example of the progression here.  This is another idea for a design, a couch based around three basic Tinkercad shapes.   The seven year old student has manipulated the designs and then used Tinkercad on the iPad to AR/VR the design into place - the dolls house to ensure that the size is correct.   You can see one of the 3D Printed designs in the background.

The next stage is the challenge of how to extend students who have completed the initial designs? The answer has come from the students themselves.   One of the students had the idea to create a counter where they could have a sink and a series of typical counter

features.

The design shown next is the second stage.  A student has built a kitchen top and used the features of removing a sink from part of the design.   They have also started to consider the cabinets that might be present and the kitchen space and the bench space.

This has been printed and measures 70mm long to the join and is a further 50mm across.  It is 20mm across and took just over two hours to print.   This will undergo significant changing and development moving forward as students work out how to create different aspects of the design.

3D Printed Furniture - First Student Examples

Challenge: To make furniture for a Dolls House.

Background: We have been posting about the process of using our technology to combine juniors and seniors looking at the process of re-establishing a dolls house, including all the furniture.

There are a number of reasons that this task is proving popular.   Firstly the students are basing the furniture on their own knowledge and designs, including those who have had experiences with toy furniture.

Secondly the size of the designs as we are building for a smaller size dolls house has meant that the prints shown, including the chest of draws and the bed are both under two hours to complete which is achievable if we are intending to complete a number of prints.

The junior school students have completed the design for this independently using Tinkercad, they have then in turn conducted tests on the viability of the designs by using the Tinkercad 

The design shown left has come from a seven year old student, and was modelled on working in conjunction with the figure above, the bedside table was created by another student.

Size: The bed shown left measured 40mm across and was 60mm long.   The legs were 10mm from the floor and the entire bed was an additional 15mm.  The chest of drawers measures 30mm high was 40mm across and had feet of 10mm.

These were designed to work in conjunction with the figure shown in the first photograph.  The student will need to scale them when the two are put together (ie can the figure realistically lie down in the bed or would that be unrealistic - is the pillow the right size etc.

Timeframe: the bed took slight under two hours and the chest of draws was ninety minutes, the student needs to have the objects to work in conjunction with both the dolls house and the dolls themselves to ensure that they are to some kind of scale (although as has been pointed out sometimes dolls houses are not). 

What we would do differently/next steps for the students: 

When you place the figure with the bed as shown left it doesn't look to scale, but it also has to be considered that the figure itself is not to scale.

The chest of draw has a top draw, however the second draw was too close to the design and therefore the detail there did not print, the student needs to ensure that it is able to be recognised and printed.

Tinkercad AR/VR with Dolls House Furniture

 

We have detailed how we are involving ourselves in a long term project, looking at having a combination of machines and technology from our school.

We have already used the laser cutter to start rebuilding parts of the structure that we cannot repair.   We have also started to use Tinkercad to design furniture which we are going to print and then place inside.

Our original designs were created using the Tinkercad software.  The next step for the students is to start printing the prototypes but also look at ways that we can engage all the students while this is being carried out.

We have talked about the use of the AR/VR option with Tinkercad  and the students iPads.   The students have taken the designs that they have created and then projected them into the rooms that make up the dolls house.

This has given the opportunity for the students to see the designs and what they might look like in a location where they could be placed - it also has allowed several students to refine and remake their designs as they have not looked correct or have needed adjustments to ensure that they have the correct features.

We also gave the students a figure and instructed them to apply the AR/VR of their design to fit so that it was the approximate size for the figure.   In the example of the bed shown left, the figure is the plastic M and M figure holding the fan, the bed which has been already attempted and matched with the dolls house, as shown above.

As it is recorded with an iPad you can obviously VR/AR the shape in an outside environment so you are not restricted by using a green screen.

We also wanted to give the opportunity for the furniture to be run through some of the pic collage

filters to further develop the designs.

This is a bed, designed in Tinkercad, then having a pic collage applied magic camera feature (with obviously a Christmas theme) which allowed the student to present something independently of being 3D Printed.

Again the intention was to allow the students to use their Tinkercad designs to produce something that did not necessarily lead straight away to 3D Printing.

We have started the process of including other examples such as this, in this slideshow.

3D Printing Furniture for a Laser Cut Dolls House

 

We have detailed that this year we are looking at students undertaking several long term projects - the first of which is rebuilding the dolls house that was rescued prior to it being dumped in a rubbish bin.

The Y8 students who are working on this are using their design skills to use the laser cutter to rebuild as much of the base as possible.

As much as the intention was to repair the damage to the original house, the main wood that was used to put it together was untreated MDF which has in a couple of places been wet, causing considerable damage.

After finding examples online that showed some ideas that could be used in the design (such as the shutters on the windows or the faux brick work) the students were able to use inkscape to design the ends.

This is being produced by the senior students at our school, although our junior school students can see the project and have been informed of its intention, which is to give it to the junior school for them to use in the Y1 classroom, where our five year olds are.

We thought about how our own juniors, who are slightly older, seven and eight year olds.  We wanted these students to be apply their design ideas using Tinkercad to create something to compliment the dolls house.

The first designs that the students created were using Tinkercad's main interface.   These had minimal creation from the students, but the idea was to use these as inspiration for students to create their own versions.    In this example the student combined the table with the lamp and then used the size of the table relative to the size of the dolls house.   We have a rule with the students thats typically we ask the students to design their own version of items rather than use ones that are commercially available.

An example of an authentic design from a student is shown left, the students design is based of course on a bed, with the student using the design to create the basic features.

We have also considered how we might be able to use other technology available to our students - the idea is to use the Roland Versa Sign Maker to construct the stickers for the base, and then use potentially the students to hand sew the blankets to fit the base.

3D Printed Extension - Reworking a 2024 Money Box Design

 

Previously this design was created and originated by a student who is now in another classroom.   In the example shown left the student was looking to create a money box. 

The student had wanted to improve the design and had thought about adding a way to remove the coins put into the bank.   This year we are having a school Market Day one of the students from the class this year wanted to create a money box as a potential item for sale.  They looked at previous examples from our class blog and located one of the examples.   We spoke to the student concerned who had now moved to another classroom but we had retained the classroom page and student pages with their designs.

The key issue to improve the design was some kind of opening or way to ensure the removal of coins placed inside.   The students idea was to produce a door as shown.   The student who is currently ten years old found an online tutorial for the process and then completed the design addition.

There are issues with the design as it stands - the student has created the base, but the balance at the bottom will be something that they need to refine.  They have proven however to be one of the strongest designers in our school in recent years, and this is something that they should master in very short order.   

This student has shown since the start of her time in the junior classroom (as a seven year old) to be capable of designing a series of projects that I would consider as good as our senior students.

Update: Upon printing the revised version of the print, including the opening at the bottom the student was able to determine that the mechanism for opening was not working as she had hoped.  There was no issue with the placing of the base, and the balance was retained by the two aspects of the design.

The student was not happy with the 'pin' aspect of the design that was she wanted it to work and lock in place, however it didn't work as intended.  She has asked to take home the prototype to be able to redesign the pin in a way that it will work successfully as intended.
   

3D Printed: Ten Minute student challenge

 

Challenge: Y3 and Y4 classroom students using Tinkercad are given ten minutes using their classroom student account and their iPads to create a pair of ear rings that would be suitable for someone to wear.

Background: We have created these before, using the same process with the idea that the print time varies between fifteen minutes and half an hour.  Students in this instance had to develop them independently from the teacher, the teachers role was simply to arrange printing of the designs when they were complete.

The students needed to asses their designs in terms of suitability for hanging/wearing and needs to ensure that it is robust particularly the connection or join point between the ring or the loop and the design itself.

While each of the designs are somewhat unique and their size and print time varies in most cases it was under thirty minutes and the length of the prints in total and including the loop was no more than 60mm.

Each of the students was able to put their own spin and design on the ear rings.

We are also mindful of a significant event that is taking place later this year, that is our school market-day.

This event is significant for Auroa Primary School we have an expectations that our students are creating, innovating and designing and making something that would have value in the community.

We have had businesses run by students who have to look at something that they could potentially sell.   One of the things that make this activity ideal is that the printer can produce something that is unique and student created and can be produced for a minimal cost, as we have with the laser cut ear rings.

With such a relative short print time the entire class can realistically have their designs completed over the space of several days (that is a class of twenty six students). and then printed out.

This allows the students to check their design, check their viability, run tests and then finally make adjustments.

There are several pairs that will be printed later and there will be a second run of prints which will be posted for additional ideas.

3D Prints: Will it Float? Applying it to Boat Designs

 

We took all of the first wave of 3D Printed boats and placed them inside a container in the classroom that was filled with water.    We had tested the viability of the designs via the motion part of the Tinkercad program, which suggested that there was some issues with the design.

A clear example is the first version of the 'Titanic' which when floated by the students, as shown left, clearly showed that the design was not balanced and tipped to one side.

The more recent update of the Titanic, shown left, successfully floated.  It included four life boats (the original had twenty) and the typical four funnel stacks.

The decks and the top of the boat were balanced and as a result the ship floated comfortably in the water.  The student concerned wants to add additional feature to the ship, in doing so they want to ensure balance, so if they add something to one side then they indeed doing something on the other side to match.

This was the design which featured the name 'Emily' on the first page of first wave of designs.   It included four funnels and two decks, but no additional features.   The student wanted it to be used as a basic boat that floated and was able to achieve this with the design.  As with the others that are in series the student is currently working on adding additional features that she can include with the design to make it more realistic.  Again with the other prints and designs in the series the student wants to base the design on the template of the Titanic.

One design that strictly speaking did not work was the design shown left.   It did float - however the design is top heavy in that the weight of the design cause it to topple over, and while the student felt that it met the brief, that it floated it did not float as desired.

Which then started another discussion with the students would a regular print float or sink?

We looked for some designs that we had from our example box and selected several items - and posted the question to our students, literally, will this float? Most of the students thought that the tree would sink to the bottom of the container, but it didn't like the others, it maintained its floating ability and stayed on the surface.   An attempt to cause it to sink by placing a light amount of force on the design, and pushing it to the bottom simply caused the design to remain on the bottom until it was released, as noted by the students this is similar to the fluter boards that we have recently used for swimming and water safety.

The original junior Christmas tree print was located here.

The final stage of the testing was to find a range of designs and prints, many of which have featured on this blog.  

Without exception all of the prints floated - one or two of them floated at the top of the waterline but all of them remained buoyant.   

The students by this point were able to determine that all of the prints were able to float as a result.