3D Printed Oversized Desk Unit

 

Challenge: Can we push the use of the P1S Bambu printer to print something large and unique?

Background: As noted - an oversized creation designed by two students.   One of of whom who has been in the classroom a short time the other who has been designing since the start of the year.   As both students worked independently together the students designed a large unit to be used to organise items on a students desk and act as a name and work station.

Due to its size this was not considered to be something that would be produced by every member of the classroom.    

Resources Used: iPad, Tinkercad App, Bambu P1S Printer, regular (white PLA).

Level of Difficulty: This print although one of the students is somewhat of a novice has a number of levels to it and functions that are quite clever to design - there could have potentially more features but this is a solid mid range design.

Size: This is quite a large print.   The print measures 110mm across at the base and is square shaped.   The design is 100mm high.

Cost/Price:   This large print uses 300g of filament to print and had a price point of $7.61.   There was rafting as a result of the hooks that were on each of the corners.   The PLA could have been reduced if these had been printed separately and then glue onto place on the item when it had been finished.

Timeframe: As stated we wanted to push the machine -this took six hours to print at the regular default settings and the regular infill etc.

What we would do differently/Next steps for the students:   The print was completed in a basic white so the obvious next step is the decoration of the print.  This is most likely to be completed via spray painting.   The letter that dominates the outside of the design would really benefit from a contrasting colour so we may look at attempting to mask it using tape before an adult sprays it.

As noted this is intended as a one off larger print for the machine, the first that we have attempted and is not going to be a whole class project.

3D Printing: Micro Scale

 

This print is something that we have attempted in the past, however it has been made possible to be completed using our P1S Printer.   In this instance the printer was able to produce this detailed print, which features a significant amount of technical difficulty, was printed in 26 minutes (which of course includes a six minute printer warm up time).    A number of options could be involving this print moving forward - the most obvious is that the student could design and create other farming or design related items to add to the scene.   There are a number of freely available designs and suitable other creations that could be used for this purpose.

The design here measures 70mm long (including the scoop) and is 30mm wide.   The design is 20mm high and the top of the scoop is slightly higher at 30mm.   This print uses 10g of PLA and had a price point of $0.25c.

3D Printed SVG Modified Dog

 

Challenge: To take an SVG file and convert or adapt it into something different using Tinkercad.

Background: This file was previously taken and adapted by another student as detailed on this post on May 31st.   This student also used the file however they changed it in a number of different ways as can be seen in the example left - the changes made by the student are in red.   

In this instance the student wanted to use blocks to surround the feet, to provide more balance, the head which was identified as seperate from the body (in the original SVG file in this case was linked via a collar with the name 'Bob' spelt out on it.   Emphasis was placed on the eye and finally a space was introduced into the middle of the shape, sunk into a box.   The intention at this point was to have the name 'Sponge bob' at this location but the font was too small and the detailed appeared blur not only in the original file but also the physical print.

This work was completed independently by an eight year old student who was from cohort two having two years experience of working on Tinkercad projects.  It required no assistance from the teacher.

The student was also able to use the Tinkercad App to project an AR/VR image of the design into and onto a variety of locations around the classroom and school as demonstrated in third photograph in this post.

Resources Used: iPad, Tinkercad App, 3D Printer and regular PLA.

Level of Difficulty: Low - as detailed in a number of previous prints that came from this series of designs and prints the students were used a pre-generated image and/or shape and looking at modifying something that was freely available.  The students in the class were all able to complete this independently.

Size: The print measured 99mm across from tip to tip and was 81mm high.  In this instance the student decided to complete the print with a width of 10mm.

Cost/Price: The print with the dimensions shown used 20g of filament to complete and had a price point of $0.51c.

Timeframe: To complete the print the printer took 42 minutes to complete (on a P1S).    The printer had a six minute warm up time an da thirty six minute to complete the printing.   There was minimal rafting that was associated with the print which consisted of the blocks around the base of the feet.

What we would do differently/Next steps for the students: The students design challenges focussed on the box at the centre of the design - the students idea for the words 'Sponge-bob' was not possible given the size of the space and the font.   The student has been asked to look at something else to replace this with and to develop another idea that would be more achievable.   

Developing Junior Linking: 3D Prints

 

We have detailed previously how the students of our school have developed a number of engineering skills related to their use of Tinkercad for CAD design and creation. A key engineering concept of use for the 3D Printing is some form of linking.   Our students have just started the journey - where they are experimenting with using a ball and socket design with their creations.   The first attempts are shown in the top left of this post.   While this may appear to have been successful the attempt to do so needs work.

The ball and socket combination requires the width to be able to manipulate the different sections and robust enough to be moved out of position and back into position again.

The student who has worked on this design has now started conferencing with the student who was responsible for the linking from the Market Day 2026 work.    This student while no longer in the classroom has the skill and the ability to help tutor the student to complete the process.

The linking example shown above as a first prototype measures 170mm long is 20mm high and currently 5mm thick/wide.   The print used 9g of PLA to complete the project and had a price point of $0.22c.

3D Printed SVG - basic shape: tank

 

Challenge: To use an SVG file to create and then modify a 3D Print.

Background: We have detailed this process extensively in the past and if you would like to see an explanation of the process please click on the link here.

In this example the student located a cartoon tank which they felt would convert positively to a 3D Print.   While there is detail in the print each element of the print is joined together so the entire print is essentially one piece - the student also determined (correctly so) that this could be printed successfully by the P1S Bambu printer and also that the detail that was seen in the SVG would transfer to the print.

Resources used to complete this project: SVG file (sourced online from a free site), iPad, Tinkercad App, 

Level of Difficulty: Low as shown by the time the student took to complete the task.  This was about the file selection and the import into Tinkercad.   The design itself was a straight forward port with no adjustment required.

Size: The print measures 170mm long was 80mm high and was 10mm thick.   Given the intended purpose for this print was some form of badge or keychain this is almost too long for this purpose.

Cost Price: This information has been sourced from the Bambu labs information page (a screenshot of which is shown above that details information about the print.  This print used 32g of PLA filament and had a price point of $0.82c.   There was no rafting or waste plastic associated with this project.\

Timeframe: The software above has precise timestamps for all print information.   Using this data we can determine that it has the usual six minutes warm up and a print time of 115minutes so a total run time to fully complete the project on default settings of one hour and twenty minutes.

What we would do differently/Next steps for the students:  The student believes that this completes the expected brief and they have moved onto other projects.

3D Vehicle - Nine Year Old Masterclass

 

Challenge: To make a working vehicle.

Background: The detail that has gone into this work isn't represented by the photographs that show it.   The student who is concerned is an extremely talented design student and wanted to make something that wheels, could roll and in addition to that wanted to have doors with hinges - something that a number of students have found challenging.

The student concerned used the Tinkercad design app and there own time to complete this project.   They presented the final print to the teacher for printing

Resources used to complete this project; Tinkercad App, iPad, Bambu P1S, Regular PLA.   

Level of Difficulty: Extreme - this sort of print is something that is extremely challenging and is outside of the regular wheel-house.   This has required considerable practise, expertise and foresight (from a nine year old student) to complete this project.

Size:  The print is 70mm wide and 90mm long.   The main cabin of the design is 80mm high.    Each of wheels is 20mm high.

Cost/Price - The model had two sections to it, one of which is not shown.   The student created three figures that would fit into the seats of the machine.   The machine itself used 58g of PLA to produce which included 28g of support PLA as it had a number of details that required support - this gave it a total of 86g.  This gave the main print a total price point of $2.16.

Timeframe: Using the Bambu P1S the machine took six minutes to warm up and prepare for printing, a four hour and twenty three minutes print time for a combined time of just under four and a half hours.

What we would do differently/next steps for the students:   The student concerned has already acknowledge that the front of the vehicle needs to be extended to make it more realistic looking, the doors have a latch and open and close and the wheels have a axel in place.   The student is aware that there is different PLA available and they are looking at ways in which they can use different PLA to improve the presentation.    

Knowing this student in all likelihood the student will develop this print completely again in the next few days to make it more realistic and have more working features.

Advanced SVG File 3D Print - Ten Minutes

 

Challenge: For a student to use a freely available SVG file and modify it for another purpose.

Background: This is another variation from a range of recent prints and projects that have been detailed on this blog.   The essence of all these prints is that they have started with a free .SVG file that was either selected for the students or located by safe searching online.

Students then imported the design into the Tinkercad design interface and altered the image and changing an element of it.  In this instance the student took the silhouette of the cat as shown and then added a potential keyring hole in the top left corner.  Obviously they also further personalised the name in the bottom right hand corner.

As noted in the rather convoluted description the process from start to finish took ten minutes and was completed independently by a cohort two student who is eight years old.  There was no input from the classroom teacher during the process.    

Resources used to complete this project: iPad, Tinkercad App, Bambu P1S, Regular PLA.

Level of Difficulty: Low - Using SVG was a simple introduction for our students however it is fair to say that after two weeks of afternoon sessions that they have mastered the process.

Size: As it stands at the moment the project is somewhat oversized being 140mm wide 170mm high and is currently 5mm thick.   Realistically if this was to be a more manageable size these dimensions would be reduced.

Cost/Price: The print uses 31g of regular PLA to produce this print.  This has a price point for the project of $0.79 and there is no 'rafting' or waste plastic associated with this design.

Timeframe: The printer has the standard six minute warm up and preparation time and a further forty six minutes of project printing to complete the project took a combined total of fifty two minutes.

What would we do differently/Next steps for the students: Other than resize this design to a more manageable size there are no plans to adapt this print.  The student has considered the possibility of using it for a bowl feeding identification system at home (ie when the cat is fed the badge is then removed or taken off the hook).

3D Fish and Kitchen Block

 

Challenge: For a student to create a unique design that involves an aspect of linking.

Background: Recently we explained that we have been looking at a range of prints that in particular have focussed on a students ability to identify and then unpack the process - they are essentially using the same linking on this post as an insert for a range of products and are experimenting with what looks positive with this linking.

The example shown left was an idea that student had when they felt that the linking would look good or work well as part of the body of a fish.  When this had been designed the student then considered what accessory might also work in conjunction with the item and choose the kitchen block or chopping board.

As shown left the design could be worked with a range of accessories or remain independent.   

The student responsible for this design is a nine year old student however as discussed this particular student is shown a creativity and desire to push themselves with a range of challenges and creations.   They were able to complete this independently without any teacher input or supervision.

Resources used with this print: iPad, Tinkercad App,  Bambu P1S, PLA.

Level of Difficulty: Hard - while the key elements of the design look straightforward the most challenging part of the process is the linking which is unique and created by the student in a process that took several months to master.

Size: The fish measures 130mm in length and was 40mm high.   The print has a width of 5mm.   The board measures 130mm across and was 70mm high.

Cost/Price: The print used 42g of PLA to complete the print.   There was no 'rafting' or support PLA that was required for this print.   The print has a price point of $1.06c.

Timeframe: To complete the print (of both pieces of this project) there was a six minute warm up of the machine and a fifty five minute print time for a completed project of just over one hour.

What we would do differently/Next steps for the students:   The purpose of the print was to again highlight the linking that this student has designed and this did so extremely well.   The linking is quite 'chunky' which means it has maintained a degree of both flexibility and being robust enough to be handled constantly.

3D Printed Tractor Accessories

 

Challenge: To create an additional piece of machinery to work with a 3D Printed tractor.

Background: Last year one of the students located and found a 3D Printed tractor (stl) design which they were able to print out.  This tractor has survived over a calendar year and maintained its shape and features.  The student who owned the tractor brought it into the classroom and said that they wanted to develop something more for it.   On discussion they wanted to produce the machinery to go at the back of the tractor to dig fields.    They reasoned that by using Tinkercad they would be able to produce a piece.

The idea was to produce a rotary hoe attachment for the back of the tractor.   The first part of the design was to create something for the machinery - in this case the students located a wheel which they could invert and have attached the main body of the design which was a generic shape.

This was the first attempt to look at the bar connecting the two items.    

Resources used to complete this project: iPad, Tinkercad App, P1S Printer, PLA.

Level of Difficulty: Medium.   The design is going to undergo a number of revisions until the students are happy with this, this is the first in a potential series of prints designed and shaped by the students.

Size: The design at present is 110mm long at the base is 30mm wide and is sitting currently 20mm off the ground.   The beam to connect to the tractor is currently a rectangle that is 50mm long 10mm wide and 5mm thick.  Crucial to the success of this print is ensuring that the print can attach to the tractor.

Cost/Price: The print used 18g of PLA and a further 9g of PLA to support the print (in the form of the base).   This had a combined total of 27g and a cost point to produce this of $0.68c.

Timeframe: This project had a total print time of one hour and twenty six minutes.  This consisted of a six minute timeframe to put together the printer (ie warm it up) and a further one hour twenty to print the design.

What we would do differently/Next steps for the students: The students are going to spend time working out ways to add additional details towards the machinery, they are actively looking for additional parts that they feel could either be used as a imitation piece or be modified by themselves to add to the design.

3D Printing Linking - Remix 2025

  

Challenge:For a student to master the concept of ball and socket linking.

Background: This is a project that was first attempted in 2025.   In it the student involved who was seven and eight during the year spent a considerable amount of their own time attempting to master the concept of 'linking' by producing a unique and original ball and socket design in Tinkercad.

This is a summary of the projects involving linking prior to this.

It was a long term progress that started with video and flipped learning content created by a previous student.   Once this had been completed the student applied their design thinking and  learning to a range of tasks - ultimately producing a range of prints that were used for the 2025 School Market Day for a Christmas range of designs.

One of the most positive aspects of using Tinkercad is the classroom interface and the ability to monitor and access designs, creations and work collaboratively.  As we have a number of classrooms over the years with a bank of designs, having historically access to them at times can allow us to revisit projects.

In the last few years a number of improvements in the quality of 3D Printing has meant that projects that could not be completed due to lack or detail, or too much rafting are now possible.   This linking was revised by the student recently and the print shown left, which was attempted last year but ultimately did not succeed was successfully reprinted.   The student concerned is now returning to a range of 2025 historical designs to see what can be rework, resized and redesigned.

Resources used to complete this project: iPad, Tinkercad App, Bambu P1S Printer, PLA

Level of Difficulty: High - this print is based around two concepts firstly is the basic outline of the cat.   The crucial part of the design that is the most challenging is the linking, the ball and socket work.   This requires a high degree of engineering to complete successfully.

Size: The print measures 100mm across and is 130mm high.  It has a thickness/width of 10mm.   This is larger for this type of print however it was intended to check the improvement to the linking - if it was going to be produced in larger numbers it would be reduced in size.

Cost/Price: Using regular PLA filament the print used 28g of PLA to complete the print.  This had a price point for $0.70c.   There was no rafting associated with this print.

Timeframe: Bambu Labs (the software that is associated with Bambu printers) has developed further information about the printing process now separating the warm up time and the actual print time.   We can use this information to determine that the print had a total of 59 minutes consisting of six minutes to start the printer operating and a total of 53 minutes of printing time.

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

As noted this was an independent project worked on by the student looking at their designs from last year - they have already used the process to look at a range of potential prints and designs.  They also have the linking (shown left) as a seperate design which they can then import/apply to a range of designs.  Early testing from this print (ie the student testing it) would appear to show that it is extremely robust. 

3D Printing: Name Font

 

Challenge: For student to experiment with their unique linking.

Background: This post has been detailed about the students experimentation with linking and looking tat different ways to complete it or use it.   In this application the student wanted to create a unique version of their name with stylised lettering - which then featured only the linking and nothing else.   The idea was that the letters if planned carefully and space and created in this was would create a naturally standing set of display letters.

The student who designed, created and published this work is a Y5 student in New Zealand, that is they are nine turning ten years old.   They are now in another classroom at the school but they spent two years with with Tinkercad on their CAD design and proved to be an exceptionally skilled designer.  This was completed in the students own time.

Resources used to complete this project: The students involved used the Tinkercad App to design the lettering (with a focus on 'scribble' and the 'linking' both of which we've described in detail previously on this blog.    

Level of Difficulty: High - this is a student who is extremely capable working on a challenging project that appears simplistic but needs to have balance, linking (which they spent several months working on perfecting the design, process and engineering) and also needs to look visually appealing.   Subtle details like the balance created by the shape and weight of the lettering and the different elements touching the ground in different locations to ensure that it works.

Size: The print is 188mm wide and 90mm high.    

The lettering was under 5mm width and 10mm deep.  These sizes worked really well and in addition it should be pointed out that this print generated no rafting.

Cost/Price:  Although this was a relatively larger print the amount of PLA generated for the job was minimal 13g - this had a price point for the print of $0.32.

Timeframe: The print project took a combined time of thirty fives minutes to complete the project.   This consisted of twenty nine minutes to print and six minutes to warm the printer up in preparation.

What we would do differently/Next steps for the students: The student could potentially create some form of tutorial video or instruct other students but this is completed and successfully so.

3D Printed Pencil Sharpener Holder 2026 Edition

 

Challenge: To combine a physical object with a 3D Printed original student design to challenge the students design and thinking skills.

Background: We've been able to have a number of projects that we've touched base with or revisited from year to year.    This has allowed a range of students to complete the same challenge and we've been able to use resources and ideas for the students from year to year.   

This challenge is based around a standard purchase from a dollar store, a pencil sharpener.   The challenge is to take the sharpener and then build a 3D design around it to work in conjunction with it.

Some past examples (finished) of this process include this cartoon figure from 2019, the top hat design from 2024 or the tractor design from 2019.   In each of these instances the students took an exisiting figure and modified it or created their own figure from scratch.   Recently we've been working with SVG figures and this would be a good example that could do so.

In this early example shown here students worked with a pair (collaboratively as it is possible to do with both students using the Tinkecad app).

Students used the knowledge that they have previously developed to insert a hole into the side of the design to feature their names, a hole for the insertion of the pencil and a location to hold the pencil shavings once sharpening is complete.

Resources used to complete this project: The Tinkecad App, iPad, standard pencil sharpener, Bambu P1S, regular PLA.

Level of Difficulty: Medium/High.  This challenge, which is not yet completed is going to really test the students as ultimately we would like a hinge and either a small door or a simple addition so that the shavings can be contained before being emptied into another location such as the bin.

Size: The print in its current state measures 70mm across at the front is 120mm long and 40mm high.  If anything these dimensions could be reduced to make the print more 'tight'.   However at this stage this is a demonstration and discussion point with the students.

Cost/Price: The unit as it stands at the moment uses 45g of filament and this has a price point of $1.12c.  Adaptions of this print including a lid have already been produced and are awaiting printing - these additional features are increasing the print time and cost, although not substantially.   

Timeframe: The print as it currently stands take one hour and ten minutes to complete.   Again as noted this has already been refined to include a more detailed design, a lid and a working hinge.

What we would do differently/Next steps for the students:  The lettering on the left had side photograph as shown needs some attention as the hole could be more refined.   The pencil sharpener has been put in place with blue tac to hold it in place.  If you observe carefully the circle for the insert of the pencil is not aligned correctly with the base of the print.   The pencil sharpener in this situation would sit below the level of the circle and therefore not sit flush or easily fit, so this too will also need to be adjusted.

Auroa Primary School - Virtual Pinball 2026 Qualifying!

 

This year for the first time in three years we are having another Auroa Primary School Virtual Pinball competition! The tournament is fast approaching and today we held final qualifying! Two teams had to get through the qualifying and make the main draw - this was filmed at our school today!

You can follow a link to our Pinball highlights by clicking on this link here! Or you can follow Mr Bloors amazing work by heading to his incredible Youtube page which features so many of our great Auroa Primary School events by clicking on the link here.

3D Printing in Micro Scale: P1S Bambu

 

Challenge: For a junior student (Y4 seven years old) to create an original design and print.  This print was to be produced on a miniature scale - to test the details of the 'new' school printer.

Background: As noted we have spent nearly a calendar exclusively using the Bambu H2D to print an entire range of prints (with a goal of using the single machine for the entire year) however we recently as a school purchased two additional printers which we have switched to using while the Bambu H2D is currently under repairs.

This print was created by one of our students as an independent project and was presented to the teacher in its completed state - ready to be printed.

Resources To Complete this Project: iPad, Tinkercad App, Bambu P1S, PLA.

Level of Difficulty; Low - this is a basic entry level task that could be completed easily and independently in a brief session - of not here was the size.

Size; This was the focus for this print - the print measured 40mm across was 40mm high and was 10mm wide/thick.

Cost/Price: The print used 4.2g of regular PLA to complete the print and this had a price point of $0.10c.

Timeframe: The printer took six minutes to warm up - had nine minutes of printing time so the entire process from start to finish was fifteen minutes.

What we would do differently/Next Steps for the students:   We would choose carefully the PLA used for the print as we would suspect spraying it could loose its definition otherwise completed as hoped.  The timeframe for this is especially something to consider as it would mean potentially a class could be completed in a relatively short timeframe.

3D Printed Flower Design - SVG

 

Challenge: Independent activity - student driven.

Background: We encourage our students as much as possible to be creating, designing and making things in their own time and we try and print these out when the students are able to create something individualised and could potentially be used for another purpose.

This design features a 'flower' shape and has the initials of the student who created it placed in the centre of the design.   

The design came out of our SVG challenge when the student found this image and then felt that it would be a piece that could have a number of practical functions as it had the space in-between the different petals.   Therefore it could be used to tie or loop string or other material through it.   The student has completed the print and is now 'road testing' the print to find out how it might be able to be used for different roles or tasks.   

Resources Used to complete this project: iPad, Tinkercad App, Bambu P1S, Regular PLA 

Level of Difficulty: Low - the most challenging aspect of the task was to locate an SVG file to complete the project.  This was completed by an eight year old student from cohort one and was completed independently without teacher input.

Size: The print measures 80mm across, is 110 high and is 10mm wide.  The petals are obviously not filled out which helped significantly reduce the printing time.

Cost/Price: The print uses 18g of PLA to complete the task.  There was no 'rafting' or waste produced by the project.   The price point for the print was $0.45c.

Timeframe: To complete the print the printer took six minutes to warm up and reach the printing settings and took thirty six minutes to complete the task for a combined total of forty two minutes.  

What we would do differently/Next steps for the student: This project is one where the print is completed and the student is making sure that they can find out a purpose for it.    Potentially the design will have multiple purposes depending on what the student decides.

Virtual Pinball Auroa School - Tournament Week

 

Its tournament week at Auroa Primary School! We are very excited to have our first phase of the tournament with our 'bottom six' shootout - we drew the teams at School Assembly on Friday and this week they will battle each other with the chance to make the main draw!

If you would like to see a summary post about the tournament this year have a look at this special preview of our competition machine this year - then click on the link this video here.  If you would like to see a summary of the competitions that we have had in the past including our previous grand finals and full live streamed competitions then click on this link here.

We will be updating the site this week with the full tournament information detailing the competition and the viewing details.

Modified SVG - Reworking a SVG

 

Challenge: Student locate an SVG file and adapt it significantly.   As note from a number of recent prints this project started with an SVG file.

Background: As noted this came as an extension project as part of our students sourcing of SVG files.  In this instance this student wanted to have an animal from another country to represent themselves and then convert it into having a stand.

The student then created base and featured their name on it prominently.   They were working as part of cohort one (having used Tinkercad since the start of the year) and are seven years old.  They were able to complete task independently without teachers input.

Resources used to complete the task: Tinkercad App, iPad, Bambu Printer (P1P) and Bambu PLA, Pic Collage was used for the AR/VR imaging.  

The design was then put into the Tinkercad App and the iPad was used to AR/VR the image.   This image was then put through a further filter being an AR/VR filter which was a 'Magic Camera' option from the Pic Collage App.

Level of Difficulty: Medium - the design was repeatedly reworked by the student until they were happy with it and adding the AR/VR element to the presentation.

Size: The print measured 140mm across at the front of the base, the height of the base was 50mm high and 20mm wide.  The deer itself 110mm across and 120mm high.  the silhouette of the print was 10mm wide.

Cost/Price: The price of the print was two dollars and fifty cents based on the use of the PLA that was 83g of PLA for the print and 17g for the support of the print.

Timeframe: Six minutes of print time and three hours and seventeen minutes of project print time.  This print was completed during the basic settings for the printer including the speed and infill on the print.

What we would do differently/Next Steps for the students:   The front leg of the print as can be seen in the picture is bent - this proved to be challenging for the printer to complete as essentially it was a curve.  While this did not appear obvious when looking at the virtual image on the iPad however it became a challenge in practical terms when printing it.   

It is going to involve a resolution between the design and the practical creation process of the printer.

3D Printed SVG - Extra Details

 

Challenge: To take an SVG file and modify it for a purpose by altering the original file.

Background: We have detailed this process in a range of prints and descriptions on this blog.  In some of the process the files that our students located needed to be modified for a purpose or to make them more 'useable'.

The file shown left is a good example of this.   The original SVG file which was sourced online from a popular SVG site was two seperate pieces being the body and the head.   The student was able to resolve this by creating a collar for the log which link the two pieces of the print.   

The student also personalised the design by putting the name on the base of the animal.  Finally the issue of the purpose of the design was resolved by the student inserting a hole into the leg of the dog.  Hence the design could be converted into a name badge for the animal or a keyring.

This selection, conversion and entire process was completed by a student who is seven years old independently of the teacher.

Resources Used: Tinkercad App, SVG file (located online this is one of the first files that comes up with a general search), iPad, Bambu Printer (P1P).   

Level of Difficulty: Low - the student used the design, modified it themselves and was able to complete the entire task from start to finish, including experimenting with various potential colour - in under thirty minutes.   There could be more details potentially added to this to increase the difficulty.

The student was also able to use the AR/VR function that is available with Tinkercad to project an altered version of the image with additions to the design.   The student decided not to go with the additions (such as the blocks by the feet or the relocation of the hole) however it also allowed them to look at the dimensions of the print.

Size: The final print was 100mm across and 100mm high from the base of the feet to the ears and top of the tail.  The print was 10mm wide/thick.  It was printed using regular PLA.

Cost/Price: The print used 18g of regular PLA to complete the print.  Based on the Bambu Lab studio software calculation the print cost $0.67 to produce.    This used regular PLA to complete the print.

Timeframe: The print time for the print was six minutes preparation time from the pinter and then twenty seven minutes to complete the print - a total time of thirty three minutes.

What we would do differently/Next steps for the students: We choose to print this using the P1P printer and as a result it was completed in a single colour - we could have expanded it to the H2D and would have had the option (which we have only used occasionally of mixing two different colours).  The next obvious step would be to consider spray painting or further decoration.   Otherwise the print is complete.

Printer Set Up: First Changes Since 2025

 

We've been detailing how we have our hardware set up for our 3D Printing at our school - and it also formed part of our '3D Printing Lore' series of posts where we were looking at a single printer for the entire school, for the calendar year, our H2D Bambu.

That has changed recently at Auroa Primary School.

We have started the process of upgrading our secondary printers, still using the large Bambu H2D for the larger projects but we have have added to our printing resources two secondary printers a Bambu P1P and a Bambu P1S.   We have started the process of replacing the Snapmaker machines that we have on site and will soon be producing prints on Bambu.

The thinking behind this is based around the reliability of the machines and what meets our needs as a school.  We want to be able to produce material (prints) as seamlessly as possible and while we have been pleased in the past with our group of four to five machines of Ultimakers (and then the various upgrades and reconditioning that we completed to various 'plus' models) of Snapmakers and now Bambu,

We switched because we want to minimise the time spent on engineering the machines, which is essentially been unblocking them when a print has failed due to some technical issue.   

The amount of 'rafting' has also decreased significantly overtime if you consider ten years ago some of the prints that were being produced were encased in support plastic to ensure it was stable.   Recently the newer print process has significantly reduced this although we also do need to note we have been stockpiling all of our PLA and intend to recycle it using Kiwifil,  a New Zealand company we discovered earlier in the year.

The photographs with this print also show another aspect to the printers - the connectivity between them.  In this instance with the P1S the yellow casing that you can see visible is the 'Mario Themed' casing which is available by the Bambu Labs online portal.  

We have used the resource to produce material like the 'waste shoots' for the printers which can then be clipped onto the machines.

These are not items or resources that we are needing to create ourselves but freely available files and resources that come in with the online portal supporting the machines.

Moving forward we will be identifying with future prints which of our machines that we will be using to produce them, noting the difference in time being the most obvious point of difference.

3D Printed SVG Dinosaur

 

Challenge: Use an SVG file from a free site to create a file and modify it for a different purpose.

Background: We have detailed this process through this blog over a number of posts - which you can see by clicking on the link here.  It is also the same process where we developed SVG stencils such as this bus.

In this example here this process was completed using a dinosaur SVG which was then converted by introducing a name onto the figure and introducing a significant hole into the figure - this then converts the purpose of the figure to a key/badge.

Resources Used: SVG File (free download), iPad, Tinkercad App (free), Bambu PS1, Regular PLA (Bambu brand PLA)

Level of Difficulty: Low.  This was completed independently by an eight year old student who is working for the first year with Tinkercad in the class, started using the program in February.

Size: The print measures 200mm across is 100mm high for the main body and 130mm high at the top of the neck, head.   The print had a width of 10mm thick meaning it is extremely robust and unlikely to be broken or damaged.

Cost/Price: The print used 37g of regular PLA to produce.  This gave it a price point of $0.93c.   Given the dimensions, the intention and the decision to make sure it was durable this was about correct.

Timeframe: To complete the print on the Bambu P1S Printer (this is a new smaller machine and the first print that we have completed this year on the machine.  We will be producing a seperate print detailing this set up and describing how the machines differ from the H2D.  This print took fifty four minutes.

What we would do differently/Next steps for the students:   Nil this was completed as intended.  There was no 'rafting' waste plastic as a result of the print (although we are now recycling everything anyway).  

3D Printed SVG Stencil

 

Challenge: To use an SVG file to produce an effective and working stencil.

Background: We detailed the creation of this process earlier when we explained how the students rather than creating an original file from scratch (which can at times be time consuming and also frustrating to get the details extremely accurate.   

One of the options to reduce either the timeframe or the process is to use freely available SVG files as we have detailed, including this previous example of a school bus.   This instance saw the student taking a seperate 'profile' image and use that image to create a series of visual images.

This process involved taking the image using the Tinkercad App and then projecting it to an outside location.   When this had been completed the student used their iPad to take a screenshot of the image and record it.

They then took the image that they had created and used the Pic Collage app to apply a filter to the picture.

The final stage of the process was then take the original design and 3D Print it.

Resources Used: Tinkercad App, iPad, Pic Collage App, 3D Printer and 3D Printer PLA.

Level of Difficulty: Low - the process most challenging part for the student was to select an SVG file that would be suitable for a 3D Print.   Some of the files suggested made great AR/VR images but were then discounted as 3D prints due to their design or shape.

Size: The physical 3D Print measures 160mm across and was 70mm high.  The print was 1mm thick.

Cost/Price: As it was a stencil the print used only 8g of filament to complete the process and this had a corresponding price point of $0.20.

Timeframe: This project took twenty minutes in total to complete - five minutes to warm up the printer and fifteen minutes to complete the actual print.

What we would do differently/Next Steps for the students: The space between the smaller windows at the back of the bus is quite small so while it should work as a stencil if it was spray painted actually colouring it in would be a challenge.  The student who completed this project is an eight year old student who is working as part of the cohort one this year - ie they have had one and half terms of 3D Printing experience.