3D Printed: Term One Junior Program - Summary

 

Following the creation of the initial badge and name plates the second round of designs have the students looking to introduce colour via the 'rainbow' filament that we are now using.

The design for these is expected to have the name part of the badge sunk into the design instead of having it on the outside as is typically first designed by the students.   New versions like the one shown left will be explained in detail on this blog shortly.

In the example shown left the students are then being encouraged to work on a more detailed and creative original design.   In the example shown left the student is intent on creating a basic tank design using the geometric shapes that are available on the main Tinkercad design interface.

The student has used the 'track' option for the movement, the turret is currently in a fixed position but the intention is for the student to design a rotation turret.   This student is a Y3 student so a seven year old who is designing for the first time.

The student is working independently from the teacher in that they are bringing their completed design for printing.

We have also discussed in the past how not all the students can have active printing of their designs and projects due to the limited availability of the printers.   As we have mentioned in the past there are various opportunities and ideas that students can be involved in using Tinkercad which doesn't meant that the prints need to be completed.  A clear example in the past has been the filters that we have used taking the Tinkercad

designs and then applying filters to them - in the case of the inbuilt Tinkercad designs there is the 'brick and block option which we have already posted about this year.  Furthermore we have also used web based programs such as Pixton to further enhance the designs.

We also have used the motion option from the main Tinkercad interface (this is the apple shown left) - this then leads to the 'throwables and the scene' icon shown directly left.   Students are able to further manipulate and experiment with their designs to interact and experiment with them.

In this example the students designed a game using their Tinkercad creation interface.   They identified targets that then could have objects tossed or thrown at them, scoring points on the basis of the difficulty of the shot or object.

A further extension can be provided by having specific objects targeted for certain areas (for instance in the example left the student need to identify what of the throwable objects could successfully hit the 'ten' location.  Further extension could be provided by students identifying carnival games and recreating them in the context of using the design ideas and source.

In the example shown left the student designed a scene with the intention of the motion capture.

This when activated causes the lid on the design to collapse, which in turn causes a 'chain reaction' which was the purpose of the lesson.

The chain reaction can then be modified by changing the variables that are part of the design, and seeing how the change in variables can then affect the outcome, such as increasing the height of the sides, the shape and the context of the block on the top.