3D Printing 101: Class Prints Cohort One

 

For the start of the school year we are aiming as quickly as possible to use our block of afternoon to introduce students to Tinkercad and begin the process of having the students develop their skills.

For the first challenges we have two distinct groups of students.   The first are the students who spent last year in the classroom and have worked with Tinkercad for a school year.

The other group of students are novices who have not used Tinkercad previously.   We are a 1:1 iPad ADS School - we are very fortunate that every student has an iPad.   The students have a class Tinkercad account and use it to design.    The first task should be very familiar to regular visitors of this blog - we typically call it 'badge' and you can of course use the search bar top right to locate many previous examples.

The core learning was done via the students utilising the 'experts' in the classroom and also the flipped video that we mentioned yesterday.   This tutorial video is the number visited page on this site - 

The intention is to up skill the students.   Once the task was completed we checked the criteria with the students prints.   We looked at the composition, the balance and the criteria.    Students needed to have their name on the design, a shape and a hole to create the purpose for the print.

We allocated thirty minutes for this time to include the design, and then reviewing the design in Tinkercad.   We did not use the AR/VR function of the design at this point but were able to rotate the students designs and creations.

The class currently consists of twenty students.   There are fifteen students in the cohort who are starting to design.    Each of the prints have a different completion time as the sizes vary but in the example shown left the print measures 90mm by 90mm and is 8mm wide.

In this version shown left the student opted to have their name sunk down into the design, instead of sticking out, this again is something of a design 'trick' of 3D Printing designs while the obvious design would be to pull the letters above the base line in this example as a design feature.   Once this was completed the second part of the challenge was to complete the process again for another person (so it could be assessed differently from the first) and include two additional features.   This had the students starting to understand the concept of using the shapes and design contained within Tinkercad.