3D Printed Coaster - Fathers Day 2026

 

This blog has been running for a number of years, as such while it probably could do with a system refit (ie a move to another support or hosting site and do away with blogger) but as a positive in this regard there are now projects, examples and work from the students dating back to 2015 - thats eleven years ago.

So when we might be look at a format or design idea that we've had students work on before we have the potential to talk with the students and go - have a look at this, how can we make this, how was this designed etc.    

This year we've decided to look at making something for students as a gift for a specific event in this Fathers Day in New Zealand (which is the first Sunday in September).   We decided that it would be realistic to produce something for the classroom if we had two printers available (Bambu H2D and Bambu P1P) running and students had a size limit on their print.   We wanted to ensure that everyone would be able to complete the print, including some of the new students that have joined our classroom recently, having not used Tinkercad before.   However we also wanted to make sure that we challenge students who might be able to complete more advanced projects.

We printed a template design (left) with two hearts on it.   We demonstrated to the students that the design essentially consisted of two interlinked circles, the outer layer and the inner layer with different layers.

It took forty minutes to print, was a basic design and allowed students to think about the base.  We were also able to push this template design out to students (via airdrop) for those who really struggled to start to put the design together.   Once this was completed obviously the next task was the personalisation for students - to consider a short message that could be sunk into the design, or extended out from the base of the design.

Then there was the issue of the extension task to complete this we turned to chatgpt.   The prompt that we used to complete the poster shown below was simply to make suggestions about the potential creation of a themed 3D Print using Tinkercad.   The design task was completed in under three minutes.

As with any questions when we've been using a resource such as this with our students it was - how easy could these suggestions be completed, and could we have already completed some of the examples.

You can see the suggestion for some of keyring or badge - designs and prints that we can comprehensively say the students have completed.

Phone stands are something that we've completed in the past.  This was one of our student businesses from our 2025 School Market Day.

It was more of a discussion point for our students rather than a solid starting point, and we didn't necessarily want an option search for ideas.

We also wanted to ensure that it would be realistic to complete the printing of twenty five designs within a two day period of time.

We will be posting material related to this project next week - we will be away from school for the week as we are managing a team of students at the 2026 NZAIMS Games sports tournament with our small rural school.   

Revising a Maze and Engineering Solutions

 

Sometimes despite our best efforts we end up printing designs that have apparently passed the 'design' test when there is a miscommunication or something slips through the net.

This maze shown left is one example of this 'fail' that we have been able to use as a teaching basic.   We thought that it was valuable to illustrate that sometimes things don't work out well.

The first teaching point is the start, to the left of the entrance.   The students have the letter coming out from the walls, instead of sinking it into the walls, which has meant it is considerably less robust lettering, which with a high use item tends to fall off over time, particularly with a font that sticks out as much as can be shown.    Secondly there is an error in the walls immediately to the right of this.   there is a division between the walls and there is a 5mm section of the wall seperate.

When the print is viewed from above another engineering issue was discovered by the students, which was very apparent with some basic testing.    The walls have a varying space between them which significantly limits the ability for a ball to roll in certain directions.    This means that while there looks to be several different routes to the exit on the far side it is in reality quite limited and accessing the 'hole' obstacle is challenging to say the least.    

There is an area of the maze that is top left that has a 'dead' area where the student cannot access the space.

The student who created this now has a physical copy of their design to compare it to their digital version and can clearly see the areas that need addressing to complete the maze as a workable print.

The final current issue of the print is the base of the entire structure.   This is 1mm thick, which is extremely floppy and applying pressure to this base by bending it would potentially break it.   The student has considered this since the print and had the great idea to use MDF off cuts from the school laser cutter as a base by applying a glue to the base of the maze.

All of these revisions have been discussed with the nine year old student who is confident and able to address them independently of the teacher in the classroom.    We also discussed being able to test these different dimensions in a practical way prior to anymore potential printing.

3D Printed Harold the Giraffe

 

Challenge: To create a unique, authentic model of a giraffe.

Background: The students have had a recent visit from the Life Education Trust who visit many schools across New Zealand during the school year.  The mascot for this is Harold the Giraffe.   After a recent visit to Auroa Primary School one of our students decided to use this as the opportunity to create an original.   Getting the dimensions right was always going to be a significant challenge, the students made the decision to look at examples that they might be able to copy off and collected information and details from online sources, including visuals.   

The students for design purposes for this task used Tinkercad.   This is the tool that the students of Auroa Primary School (Room Seven) and others use in conjunction with their iPads.  The students used the main building blocks from the design to shape the torso and legs, before starting to manipulate the design using more subtle and smaller features (the ears were a good example of this process).

The students were able to colour match their design as shown in the original screenshot (although as a single colour print this would need to be addressed) and either coloured or an attempt made to use a multi coloured print run by using the Bambu H2D.

The patches themselves at present need addressing - as they don't wrap around the design, instead sticking out, and there is ample parts of the print.

Resources used to complete this print: iPad, Tinkercad, Bambu H2D, Lime Green Bambu PLA.

Level of Difficulty: Medium/High: This challenge has a number of layers to it and creating the dimensions the scale, the details is a challenge.   This student has been consistently one of the students this year who has shown creativity and a unique perspective with their designs.   The student is extremely self motivated and is able to drive themselves to continue to improve and develop their designs.   They have already indicated that they are going to revise this design extensively to get it better.

Size: The print is currently 50mm across and is 110mm high.   The body of the animal is 50mm by 30mm by 30mm.   The legs are 30mm high.

Cost/Price: To complete this print the printer used 26g of PLA this has a price point of $0.54 for the print.

Timeframe: The print took one hour and fifty minutes to complete this print, on standard settings (a default infill of twenty per cent).

What we would do differently/Next steps for the students: The design needs to be revised - the patches need to blend into the body (as they currently stick outwards).   The feet of the design and the base of the feet could be developed further.   While the student has created a form of expression with the facial details there are further adjustments that need to be made, to the shape and detailing in the face.

We are also pointing the students to the Flexi Giraffe that was a design from 2022 featured on this blog.   There was also a 2023 business for our school Market Day that featured giraffes you can click on the link to that post here.

The student who is responsible for this post is nine years old.

Completed Project: Ooshie Stand

 

Those of you who are regular visitors to this blog while have been following the progress of the five tier 'Ooshie Stand'.   This has been sourced from Thingiverse.   To hold the entire run of the designs each level consists of eight holding spots - five levels allowed the entire run of forty designs to be displayed.

The decision has been made to spray paint the entire design in a single colour (which is purple as shown left).   The design was completed as noted in stages and each section was able to be screwed into the section above it.

This allowed the design to be put together successfully for a price point of under $10.00.   It also has the bonus of allowing the forty different characters to be transported without them falling off the design as each is held in place by an individual peg.

This is another example of using a pre-made design or feature and creating a interest and design for discussion and sharing with adults and also students.

Versa Studio Sign Maker - T-Shirts

 

We've posted many times about our senior students and their DPE (Design Production Engineering) program).   A recent group of students have completed their rotations and amongst this group of students we have a group completing their digital media projects with our amazing Digital Teacher, Mr Bloor.

These students have been working with our Versa Roland Sign Maker to complete their own T-Shirts.   Once the designs have been completed (an example shown left0 the sign maker then produces the image that is pressed onto the t-shirt.

It allows the students to be creative making something that can be highly personalised combining images and photographs of the students into a collage, scene or theme.

The other work that students are completing is the transfer mug.   While we have produced the entire sticker/illustration in the past and then applied it to the mug with our hot press.  However we have made a pivot change with this that we have ordered the stickers from a third party which allowed us to to combine multi colours and also create a sticker that is more robust than we are able to produce with our current technology.

There are a number of examples of this work on our blog - you can use the search bar, top right, to look for our senior technology projects.    We typically tag our Year Seven and Year Eight projects with the 'DPE' tag-line. 

If you have any questions regarding our senior technology program you are more than welcome to contact us and we can put you directly in contact with the teachers responsible for this part of our curriculum program.

Paw Patrol - Not Really

 

We are looking for different ways to challenge our students with design ideas and creations.    One of the ways that we've done so is to take existing examples that are available online and look if we can develop our students skills and design techniques using tools such as Tinkercad.

An example of this process is to use the pre-made material from a popular children's show - Paw Patrol.  There are numerous examples that are online.  We've used a variety of sites for these kinds of files, in this case we're using Thingiverse.

We've found a large number of files and creations that follow this theme.   We selected several of them including badges and cookie cutters.   This has been quite a standard design for our students over the years.   You can use the search bar to locate them.  These prints had a variety of times to complete however they generally were in the forty minute range for prints and cost around the $1.00.  The cookie cutter below used 16g of PLA to complete the print.

Once these had been completed we then attempted to reverse the process - we started with the print (in this case the cookie cutter) and then attempted to create a design that is based on one of the characters, as shown above.

This student then used the 'scribble' icon/tool to create their own version of the design and coloured it.   Again the print times and the relevant PLA use and cost/price was under one dollar to produce the final print.

The student is going to refine this design to reflect more of the characteristics of the character and allow some feedback from the students.   They are going to look at the design, how it looks and work on improving the viability and the recognition of the design.

School Gift NZAIMS Games 2026

 

Challenge: To produce a unique gift for other schools when competing in a special event.

Background: This project has featured already a number of times.   In its original guise it was created by a then eight year old student as a 'filler' option to fill up some of the space created by Market Day 2025.

Based around the success of this print we also used a number of times as a gift or a token to other schools or educators or visitors to our school.    We are attending the 2026 NZAIMS Games in Tauranga as Auroa Primary School are competing in this years Girls Basketball Tournament.

For the purposes of the tournament we wanted something that would be both memorable and striking.   Our design of the cyclops which we are also making available can be seen here.

We have made the decision to take the original design which was 70mm across and increased it to 200mm across.

Resources used to complete the print: iPad, Tinkercad App, Bambu H2D, Glow-in-the-dark Filament: Bambu Brand.

Level of Difficulty: Low - this was originally completed by an eight year old student who worked independently on the design.   As we have described many times in the past this kind of basic activity is completed as an introductory tasks for students.

Size: The novelty print is oversized to create a 'talking point'.   By choosing to print as glow-in-the-dark filament the print had an extra layer of 'talking point'.    By choosing to do both although it had a slight increase in the price point it was not significant.

Cost/Price: To produce this unit the print uses 65g of filament to complete.  This has a price point of $1.31.  There was no waste plastic produced by this print.

Timeframe: To complete this print the H2D took two hours on the regular settings.

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

Roland Versa Signmaker: Enviro Group Signs

 

Recently Auroa Primary School has begun an overall of what is being created and carried out with regards to our environmental work.   

One of the key aspects of this is sorting the rubbish that is collected by the students at our school.  To this regard we wanted the students to be more actively sorting the waste material that they create.

While we were able to gain colour coded rubbish bins for this process one of the issues that we wanted to ensure was that the right waste would go into each bin.   To do that we turned to one of the pieces of technology at our school, the Roland Versa Sign Maker.   We have a dedicated sub-page to this machine and the way that we have used it on this blog, you can click on the link here or you can search in the search box on our blog and use the keywords 'sign maker'.

Each of the four bins has a different sticker which has been placed on the top of the bin but also the sides.  The design for the sticker was created by our middle school students - Year 5 and Year 6 students who are ten and eleven years old.   You can convert essentially any .PNG file into a sticker (and younger students can of course use apps such as Pic Collage as a creation tool) and then print it.

The stickers are durable, waterproof and have an extended shelf life.   We have used this machine to produce the decals for some of many major machines around Auroa School such as our Pinball Machines or Step Master Machine.

Starlink Aerial: Completed Project

Over the last few days we have been printing the component parts for a Starlink Aerial.    This was a project that was completed for a parent from school.  We did not design this piece of engineering we were able to locate it via Thingiverse.

This is one of a number of online sites with free share files, design and ideas.   While we occasionally select projects for engaging the students from a creative standpoint.    In this instance this design had a range of parts that linked together and locked into place - and while the eventual assembly of the final product requires some additional parts (screws, bolts) the part sits nicely at present and is able to interact with each part and clearly can be manipulated and turned into position.

The four parts of the print took a maximum of two hours (the base) and the other three parts that form the extended aerial part of the design took either one and a half or one hours so the total print time for the aerial is four and a half hours.   The print came in in terms of PLA cost at just under $8.00 to complete.

Helping Others with 3D Printing Projects

 

We've been continuing to use Tinkercad as a tool to mentor other students, in this case our Y4 class has been working with students who are Y2/3 and designing with them, explaining how something can work and then looking at completing the other class rooms very first 3D Prints.

As we've posted many times before prints like the one shown left can be achieved quickly and involve a quick design process which can be quickly switched to a 3D Design virtually (via design tools like the Tinkercad Apps AR/VR feature) and into a physical 3D Print.   In this case the name badge is a thirty minute print that measurses 110mm long is 70mm high and 5mm wide.   To enhance the design - 

The circle and one of the stars have been removed completely and the name and the second star have been changed from a outward facing design into a hole which is then introduced into the base.  Obviously two have partially gone through while two have gone through fully allowing the tag to be attached to a bag or other object.

This design was created by a seven year old with a nine year old providing assistance - there was no teacher input into the process, just at the end where the teacher completed the print.

As a run we tend to shy away from completing pre-made designs as the emphasis is on our reworking and developing original student prints.   There are exceptions however such as when a new student wants to have something completed or we have a problem solving situation.

In the past for instance we have offered up examples of our printing to local businesses and produced a range of items for their use.    

In this instance one of the students in class wanted to produce a satellite receiver for a Star Link system.   We were able to locate a full complete set o of components from a free online site (Thingiverse) and have undertaken to print the four pieces that form the basis of the aerial mount.  Each component part has been designed already we are simply printing out the output and the parents we assume will put together.  This in turn should lead to a range of ideas for prints and designs.

If you 'search this blog' using the box in the top right hand corner then you can use the search word 'Thingiverse' to discover projects that go back using this site back the past several years.   The same can also be said if you use the search word 'badge' or keyring as it is one of the fundamental tasks that our students begin design with.

3D Printed Maze: Challenge Engineering

 

Challenge: To plan a 3D Maze with an entry, exit and a number of challenges that need to be solved.

Background: This series of prints have been detailed a number of times, starting with the a basic design which progressed to revision and reworking.  The challenge then put to the students was to develop an engineering 'block' or problem that needed a way to solve it.  In this instance shown left the start of the maze in the top right leads to the centre.  Here the ball must be flipped over the jump, however it needs to avoid landing or falling down either hole and also the dead end the goes to the right.

Once this obstacle is completed the maze is essentially solved so the student was considering a ledge or something similar to increase the difficulty of the challenge.

Resources to complete this print: iPad, Tinkercad App, Bambu H2D, Bambu Green/Lime PLA.

Level of Difficulty: Medium/High.  This was completed by one of the top design students in the classroom who wants to expand the challenge and have more 'engineering' challenges for the task.

Size: The print measures 140mm long at the front and was 120mm long/deep.    The print had a floor that was 5mm thick and the highest walls shown in the picture (left) were 20mm.

Cost/Price: To complete the print the printer used 90g of PLA to finish.  This had a price point of $1.90 to complete the print for this.

Timeframe: To complete the print the printer was running for two hours and twenty eight minutes.  As a flat printed project there was no waste PLA.

What we would do different/y/Next steps for the students: The area of the maze high lighted left was an example that we could use to allow other students to consider what they might have included in their own designs.  You can see the jump clearly left with the two holes that are just the other side of jump.

This has led to some creative discussions in the class about the different ways in which students could create traps, problems or ways in which the maze could be manipulated to move the ball past this point.

Again as we have stated we are not going to print the entire run of designs in the classroom we are looking for examples that we can AR/VR and then progress forwards with limiting 3D Printing of selective prints.

3D Printed Kicking Tee V2.0

 

Challenge: To take the idea and the design of a kicking tee and adapt and modify it.

Background: This concept, idea and print exploration was previously explored on this blog in a previous post - this is the revised version of that print.

As noted we had a number of students using kicking tees for their place kicks, and a student brought one in and wanted to investigate making it into a 3D Print.  When the first prototype was completed the student was more than happy with it however there were clear opportunities to develop it further particularly with the personalisation and design.

Resources used to complete this print: iPad, Tinkercad App, Prototype, Bambu H2D, Bambu PLA Green/Lime regular PLA.

Level of Difficulty: Medium/High this requires some refinement but is something of a statement piece that is going to be quite visible moving forward.

Size:   This print is 170mm long and 120mm wide.  The print is 80mm high.

Cost Price: The original print was a 120g/$1.87 unit.  This revised version used 140g of filament which had a cost price of $2.37 - reflected in the different sizes.

Timeframe: The newer version of the print took four hours and fifty three minutes to complete.

What we would do differently/Next steps for the students:   We have already identified that this print is a prime candidate for a PETG print as we consider the potential use of the print would be something that could be struck or come into physical contact as it is kicked.

We have no concern about weather tightness however we would want to carefully observe the print where the lettering has cut out into the design.

Ooshie Stand - Complete with handle.

 

In addition to yesterdays update related to the Ooshie stand - the addition of a handle, this is the top of the design from the original file on Thingiverse.   

The handle is similar to the dimensions for each of the previous described levels of the print.

The lid used 29g of regular PLA to complete.   This print had a price point of $.45c to complete.   As mentioned with the layers taking $1.57 to complete for the entire run of the design with five layers (eight Ooshies on each level)  there are forty in total.   

This meant that the entire print has an estimated cost of $8.00

We have seen versions of this stand retailing for thirty or four dollars to complete.

Lego Non Lego Figures V2

 

Challenge: For student to create an original 'Lego Non Lego' figure.

Background: Using Tinkercad to create figures can be challenging, students at times can spend a considerable amount of time on the challenge, the concepts and the dimensions.   This was the case in this example shown left.  The student wanted to use the design features to make all of the features for a character - the student used a couple of pre-made items that they used the facials being the obvious examples.

The student also wanted to have something that might be able to be swapped out or interchangeable in this instance it was the hat - the hardhat shown in this design could be switched out and replaced. We have had a number of figures produced in this challenge from earlier in the year including examples such as this.  The relative size of the figures means printing tends to be feasible.

Resources used to complete this print: iPad, Bambu P1P, Bambu Blue PLA.

Level of Difficulty: Medium - this figure is nearly some form of completion but there is additional issues to be resolved.  

Size: The print is 80mm wide and 105mm high.  This print has a width of between 30mm and 40mm.

Price/Cost: The print in its current form uses  35g of regular PLA  to complete and this has a price point of $0.71c.

Timeframe: This print took two hours and ten minutes to complete.

What we would do differently/Next steps for the students:  As can be seen from the images left the shoulders of the print currently look very 'blocky' and need to be addressed.  The hands relatively speaking are oversize and need to be reduced.  The writing that is on the figure on the chest reads 'Auroa School construct' which is too compact it needs to be separated out or reworded.

Ooshie Stand from Thingiverse

 

We've spoken before about the use of third party location sites to provide examples and prints that we can use for inspiration or do modify.    In this example we were able to locate an 'Ooshie Stand' that was available as a free download on Thingiverse.

Our students have been designing their own version - and in this example here we printed it via our P1P Bambu Printer.

This print was printed in sections, each of the sections were able to hold eight of the figures which had a peg on which they could be mounted.    As the full range of figures is forty figures a five tier would take care of all of the figures.

There is also (not pictured) an additional cover for the top of the print and also a handle that goes to finish the file.   The sections that are featured here in the photograph each have a regular print time of three hours and forty five minutes.   The print uses 82g of PLA (regular) to complete the print which has a price point of $1.67c.     To print a stand to feature all of the figures would of course require just under ten dollars of PLA to complete the print to house forty figures.

Maze Development: Student Summary Examples

 

These screenshots from this post represent some of our students work combining the elements of Seesaw, Tinkercad (the app and its AR/VR ability) and our students iPads.

This is of course the 'Maze' activity from our students which has included the first step of creating a virtual design, providing them with feedback and then identifying improvements that can be made.   The students then had the ability to make improvements on their design, discuss with partners that they were working with and review the design and then project it again onto a variety of locations.   Students have opted to place it on different surfaces to see how it 'popped' the design and creation.

The students variation has also led them to consider a range of designs for the ball for the maze.   As we would obviously expect - not all of these designs will make it to the physical printing process.

The AR/VR work here was conducted in a single afternoon, the designs having been made the previous day and then altered or modified depending on the feedback that the students have given each other.

3D Printed Student Designed Ooshie Stand

 

Challenge: To produce an original stand that was suitable for either Ooshies or Lego mini figures.

Background: As noted previously we have a 'craze' at school amongst students - a small supermarket accessory called am "ooshie' while replicating these accurately would be very, very challenging we also looked at ways that our eight and nine year old students could use their design skills to create something to compliment these items.   The obvious thing was a stand or a way to display the items - hence our students early attempts at 'Ooshie stands'.   Having followed the process of generating ideas we have found a series of creations that we have decided to turn into physical prints.   

The criteria for doing this was based on originality of the design, the viability of the design and the impact that it was likely to have on encouraging other students to refine their ideas.   The personalisation of the task or design was a must do and this design was able to clearly demonstrate that had been understand and there was also potential for further details.    Already there has been the discussion about the back of it.

Resources used to complete this print: iPad, Tinkercad App, Ooshies (for sizing),  Bambu PLA, Lime Green regular PLA.

Level of Difficulty: Medium - this is a straight-forward design that the student who is nine years old was able to complete independently and presented to the teacher in its completed form.

Size: This was much larger than earlier versions of this design.  It measures 100mm across at the front was 50mm the stand was 130mm high.

Cost/Price: To print this stand 156g of PLA is used.   This has considerable rafting between each of the shelves.   This gives the unit a cost price according to Bambu Lab Studios of $3.13.

Timeframe: To print this stand the Bambu H2D took five hours and forty minutes to complete.  As noted if we re-engineered to print we could print each of the shelves separately - this would reduce the rafting and print time considerably.

What we would do differently/Next steps for the students: The shelves could be re-imagined or re designed using the idea to print in seperate shelves and then glue them together.   The entire back of the shelf is also another potential spot for personalisation or something like a vinyl sticker.

3D Printed Marble Maze: Junior

 

Challenge: For students to create a unique project that involves movement and engineering challenges.

Background: We have been posting about this project as it developed from a idea based around movement and morphed into a challenge for the students to develop their own marble mazes.   We have a range of designs created from student producing their own unique mazes to taking and adapting existing models, such as the one shown left.

In this example the design aspects of the project are focussed around the student creating the 'traps' for the ball, which range from a simple hole to be placed into the design to the addition of ramps and blocks which can be seen in green on the design shown left.   The student had to also consider the size of the gap between the walls of the maze and then think about a ball to run through it - would Tthey use a marble? a smaller 3D Printed ball?

Again as we have mentioned the purpose of this project is not to create a 3D Print for everyone in the classroom it is to engineer ideas and solutions to meet the design brief provided by the challenge.

Resources to complete this print: Tinkercad, Maze Template .stl file, iPad, Bambu H2D, Lime green PLA.

Level of Difficulty: Medium - obviously this maze plan has been adapted.  To create an original maze from scratch with all of the working parts would increase the difficulty level of this task significantly.

Size: The print is 190mm wide and 190mm long.  It has a height of 20mm.  The walls are 5mm thick.

Cost/Price: Despite its dimensions the print uses 190g of PLA to complete the print.  This created a price point for the print of $3.81.

Timeframe:  This print took five hours and five minutes to complete.   There was minimal rafting.

What we would do differently/Next steps for the students:  There was a small gap underneath the design between the left hand side and the edge of the design.    This was only 1mm or so wide and was not easily visible but would need to be addressed to tidy the print up.   The blocks that created the ramps served a purpose but could have been more refined.

3D Printing: Ooshies and Maze Development

We are continuing to develop our range of Ooshie stands.   We've produced some larger scale stands and also some smaller ones such as the one shown left.

The smaller versions shown left suits two of the figures standing on a basic platform - the potential is for some degree of personalisation.

The stand previously featured in a post on the blog and since then the student has revisited and reconfigured the design - adjusting the name of the person that is on display and correcting some of the division aspects of the stand.

We printed the stand in a lime green version - we want to introduce some differentiation with the height of the stand and variation that it provides and also significant reducing the print time associated with this design.

Our 'Maze' challenge which was created by the example shown yesterday on the blog has led to the classroom working on their own versions and problem solving.

Our first step in the process is the creation followed by AR/VR project onto different surfaces to compare designs and creations - thinking critically about what might work, what needs to be adjusted and what we could do differently.   We are going to then choose as a class some of the best examples and print them and then provide physical examples for the students to test and experiment which should then again refine their designs.

3D Printed Mini Maze - Junior Designed

 

Challenge: Students to create a unique print that has a moveable parts.

Background: This print was part of the challenge that was put the students in the classroom - could they they produce something that involved movement.   In previous examples from this range they utilised cogs and stands to allow the objects to be turned.

In this example the student wanted to create a small or short mini maze that would have a ball that would be manipulated by the person holding the activity.   There were elements introduced into the maze to increase the level of difficulty.

We have previously explained how we have created larger scale versions of these in the past - including Mr Bloor's amazing Star Wars Tilt table located here.

This print is an early attempt and it is anticipated that with testing and developing ideas that a variety of modifications will be made for this activity.

Resources used to complete this print: iPad, Tinkercad App, Bambu P1P, Regular Blue Bambu PLA.

Level of Difficulty: Medium - in the example here the student has created several obstacles- however the example will be developed and in doing so the difficulty is potentially increased.

Size: The print at present measures 120mm across and is 90mm high.   The sides of the maze are 20mm high and the sides are 3mm thick.   The two 3D Printed balls are 20mm across.

Cost/Price: To complete this print the printer used 54g of PLA to complete the print.  This has a price point of $10.7 to complete the print.   This includes the two balls used to navigate the maze.   The student is going to attempt to complete the maze with a variety of objects - marbles and small rubber 'bouncy' balls.

Timeframe: This print was completed on the Bambu P1P machine.  To complete the print it took one hour and thirty eight minutes.

What we would do differently/Next steps to the students:  The first prototype for the students is designed to inspire and encourage the students to create their own versions or develop this version sooner when feedback is provided.   There is also potential for personalisation on the outside of the maze.   The biggest part of the design will come in the form of the engineering of different challenges to complete the maze.   This will be probably determined by opening up the idea to the classroom and see what the students can design or work into this print.     

H2D Comparison Vs. P1S Comparsion

 

We've spoken recently about using the different machines that are available for our students to use.   Recently we completed a run of prints that were for a local sports teams prize giving when we produced unique and individualised trophies for each members of the sports team.

In the photograph shown left the two prints are produced by two different machines.   The larger Bambu H2D produced the print on the right, the left hand print was completed on the P1P Bambu Printer.

The two machines have a considerable price point difference - where the difference between the prints is negligible if you didn't know which print had been printed if would nearly be impossible to tell.   The timeframe is nearly identical and the finish is essentially the same.    If someone was spending money on the machines either would work for a context of the projects on this blog - however the capital output on the machines is considerably different.

Weekly Project: Using Tinkercad for Five Days

 

As we've mentioned many times on this blog we don't always end of with 3D Printing as a final project.  We're currently providing a range of activities that include using AR/VR to produce a range of images and then apply

This process at times can stretch out over a range of days and activities.   In the example shown left the SVG image of the dinosaur was used across multiple ranges of situations from a classroom image, to a posed classroom scene based on a classroom item or toy - to a giant sized version on the school field.

In this instance the shape shown left made it into a 3D Print, and we managed to print several versions and turn it into a storage and name maker - however it was always conceived as an SVG file that was used across a range of locations.

Typically we complete our digital design work in a small window which takes place after lunch.  Time varies, and also depends on other curriculum interruptions or challenges.   At present we are preparing for our School Cross Country.   The students therefore have less than half an hour to prepare, produce, edit and put together this sort of work.

The full non-printing 3D Printing slideshow is available below.  It is also available as a downloaded file in the form a powerpoint presentation from our Facebook account which you can click on here.

3D Printing Rugby Kicking Tee - Prototype

 

Challenge: To produce a useable kicking tee for use in rugby.

Background: This task came about from a student recognising that they could take a current item, in this case a kicking tee and replicate it using Tinkercad and then personalise it.   There is a copy of a similar type item in the Tinkercad interface although it is a kicking tee for American Football.

The first stage of the testing was to take the existing design, to start to modify it and then test it using a regular rugby ball.  The students found that the tee held the ball a particular way easily however they were interested in modifying it so that it would be easier to adjust the degree that the ball was leaning.

The personalisation of the item was very straight forward.   The student put the name of his club on one side of the design and the other side of the design they put their name so that they had an individualised item.

Since the first version shown above the student has already reworked the various lettering and wording around the outside of the design.

Resources used to complete this print: iPad, Tinkercad, regular PLA, Bambu H2D.

Level of Difficulty: Medium: this print started as a regular design found from the main Tinkercad interface search page.   As it was originally from an American Football design the students needed to modify it to ensure suitable for a ruby union football which has slightly different dimensions.   This requires some reworking and adaption of the base design.  The students also are now completing some testing to ensure it can travel and be kicked like a regular tee.

Size: The print currently measures 120mm long and is 93mm wide.   The print is 34mm high mid point.  With revision of the design there will be obviously be some adjustments.

Cost/Price: The print as it stands uses 120g of PLA to complete the print and this currently have a price point of $1.87.

Timeframe: The print as it stands takes two and a half hours to complete including warm up time of six minutes.

What we would do differently/Next steps for the students: The students have really enjoyed the process of getting involved with something that will help with a sport that they are very enthusiastic about.   We have also considered that we might want to complete the print using another form of plastic for the printer to make it more robust such as PETG.

3D Printed Projects in Action: Weekly Summary

 

Five and six year olds at Auroa Primary School are 3D Printing, well they are with the assistance of the experts in our classroom.   We are continuing to buddy up with a range of younger students and start the CAD design and creation process with these 'new' students.    Our students are taking on a mentoring role and starting with the basics.   The students are of course using Tinkercad combined with the Tinkercad App and either our Bambu H2D or P1S to complete a range of short term original projects such as the one shown above - with a thirty minute print time and a $0.35c price point using regular PLA.

We've also starting exposing students to using AI in a positive way as a filter - by taking the Tinkercad design of students, AR/VR the design and then posing with a photo, of the design before the final touches are applied using a filter, in this case Pic Collage however of course Chat GPT is also a viable alternative.

In the example shown left the 'hearts' featured in the design is the 3D CAD Design via Tinkercad.  It has then been projected into the arms of the student who is on the slide in the playground.  Of the playground the only part of the image that has remained is the slide and the poles either side of it.  This is the same slide that was featured in another range of AR/VR work that featured the Ooshie stand although in this example the background was completely different.

We also have set our students another design concept or challenge one that involves the school laser cutter.  Our senior students (Year 7/Year 8) have their Design Education Production (DPE) and as part of it produce this Monster Box.   the print has space for an insert and so the challenge for our students is to use their 3D Design skills to create something that can form storage or an inside of a box.  It needs to be obviously measured accurately and carefully.

It could potentially used to store smaller objects and items (currently thinking is based around jewellery, Ooshies or earrings).

Our students have the MDF chest and will be again using Tinkercad, the Tinkercad App and their iPads for the design.

Finally we're always encouraging the students to bring in objects that we might be able to personalise or adapt not just because they make interesting projects but we also have in mind our upcoming School Market Day (which will be held next in 2027)

One such project under consideration is the moment in replicating this rugby kicking tee - as it is plastic it is close in composition to PLA however the students of course have realised that they can produce their own kicking tee with their individual players name - designed into the side of it.  Further updates for all of these projects will follow.