3D Printed Miniature Pot

Challenge: To produce a unique and individualised accurate pot plant holder.

Background: We have recently started having regular enviro group meetings here at our school.  One of the tasks that the students who are involved in the project have been given is to use a variety of seeds to grow some basic vegetables and herbs.  

These were supplied to students in compostable seedling pots that required watering.  When water the pots themselves tended to become wet, maintained the moisture and lost their shape etc.

One of the students who is in the classroom recognised the potential to address this by using the 3D Printer to create a base in which either the entire place could be grown or the compostable hessian like container could be placed and any soil or water leaking from the seedling could be contained.   The student who is eight years old was able to use their knowledge of Tinkercad and the designs that had been created this year to complete this in their own time easily and without the teacher providing any input.

The student made the decision as the Enviro group was the focus for the group that this was the labelled that was placed on the front of the design.  This was created as the prototype design to see if this was a viable creation and would in conjunction with the potential to seed raise.

Level of Difficulty: Low - this is a modification of some of the basic tasks that the students are typically able to produce after a few sessions learning to use Tinkercad in a practical way.

Size: The design measured 70mm across at the front was 100mm long and 5mm deep at the base.  The tower part of the design was 45mm high from the base of the plate.  The tower had a diameter of 60mm which allowed one of the compostable containers to sit in the design, If the intention was to replant the seeds then this would need to be increased or the seeds tipped out.

Cost/Price: Using the Bambu Studio Labs software to determine the price point and the cost of the design we can determine that the print used 41g of filament to complete at a cost of $1.01.   

Timeframe: One hour to complete using the Bambu H2D - a reminder that this machine is essentially twice as fast as the previous machines that we were using (Snapmaker) and as such we would expect the time to be considerably more if another machine was used.

What we would do differently/Next steps for the students: With the example shown while the student has solved a problem there are some refining issues that could be completed.   The obvious one was the addition of the students name, perhaps on the reverse of the design or by the Enviro label so that the owner of the container would be obvious.   The size of the contained could be increase slightly so that the compostable container sits clearly within it.   Finally the tower part of the design does not have any drainage holes inside it.  While if used to house another container it would not be a significant amount of moisture if this was to be a more permanent growing location then something would be required.

Minecraft Vs Tinkercad Masterclass: Villager

 

Challenge: For student to make an original version of a Minecraft figure, developing using their iPad and the Tinkercad App to add detail so the figure is recognisable and balanced.

Background: Its been established and detailed on this blog that the challenge from last week was to design a Minecraft character - a number of these examples were detailed here on this blog.  One of the students who completed this task and produced the amazing Axolotl we featured on Thursday.   He was determined to complete another design and used his knowledge of Minecraft to think about what figure he wanted to produce.

One of the challenges of producing a character in 3D is that essentially the figures in the game are generally quite flat and therefore producing details on the figures can be challenging.   The student in this case was to choose a figure that had a distinctive feature - the hat.

We have also considered the prospect of using the Versa Sign Maker to print a sticker with the details of the Minecraft character on the sticker which would then be applied to the 3D Printed figure.    This is a post however for another day.

The figure top left is the original figure from Minecraft that the student wanted to recreate.   The second picture (shown left) is the students recreation of this figure using the Tinkercad App and the students iPad. 

The student was able to complete a range of colour matching using the variable colour in Tinkercad.   The design time was the student working independently on this figure at home they did not complete any of it in the classroom, although they did modify the design when they were directed to do so.

Level of Difficulty: Hard - to complete this design with a degree of accuracy, to gain the recognition and the details that is required given the small stature of this design.  This student has shown a degree of talent and is an exceptional design student for an eight year old.

Size: The design is 70mm high, 20mm wide and 20mm long.  This was an exceptional use of size and scale of this design.

Cost Price: The print used 22g of PLA to complete which had a price point of $0.53 to produce the print.

Timeframe: The print with the dimensions that it has took one hour to produce using the Bambu H2D.   If we had used a different machine, or used different setting others than the regular settings we would see an appropriate increase in the print time.   As it was the print was a short term print that was intended to illustrate the design.  The purpose of the design at the moment needs to be more clearly determined and the resizing of the print would then occur.

What we would do differently/Next Steps for the Students:

The purpose of the print needs to be more clearly defined and any change of purpose would alter the size of the print.   As mentioned we are in the planning stages of using the Versa Sign Maker to produce matching media for the recognition of the design.     The student is attempting to determine what other Minecraft figures can be produced that would have a combination of the design and recognition factors.

3D Printed Repair to Connect Four

 

Challenge: To repair a game part to ensure that the game can be played successfully.

Background: This classroom game was unable to be used as the sliding bar at the base of the game was no longer functioning.   It was the students themselves who came up with the solution to this which was to print a replacement version for the piece allowing the game to be played.

This task was completed by students who are eight years old working independently who have used Tinkercad and the Tinkercad App (which is essentially the same program) since the start of this year as they are part of the cohort one group of students in the classroom.   The task was split into two parts.   The first part involved the printing of a basic bar.   This bar was 250mm long 20mm high and 5mm wide.  This bar when placed in the location that it was required (as shown in the photograph above) could not remain in its location independently, as it fitted relatively well but the students had to use tape to stick it into place.  They also decided that rather than replacing the tape every game it was easier when the game was completed to tip the game upside down so that the counters slid outside.

The original design used 44g of PLA to complete the print at a cost of $1.10.   The print took two hours to complete on the regular default settings.

Once a project is completed we tend to assess it with the students and think about how it might be improved or what potential there is for improving or challenging their engineering skills (for instance the recent repairs to the 'barn' toy are a good example where the focus shifts from a basic shape (the door frame) to a more complex engineering challenge (which in this case was the hinge allowing the door to swing open and then close again)

To further complicate this matter in regards to this hinge or swing point the entire design needs to be able to fit inside the legs of the device when it it is closed.  This proved to be a more complex challenge than anticipated.

Level of Difficulty: Original design (low) secondary and improved design medium.   Hinge and swing points are a concept our students are still getting to grips with and involving some trial and error for the students.

Size: The secondary print involved more PLA as the students attempted to create a hinge.   The variation in size was not significant in length, remaining at 250mm but the ends created were 60mm high.   There was a degree of rafting running the length of the design, although we are more comfortable with this now as we are collected it for recycling.

Cost/Price: As noted the original cost $1.10 to produce the revised version shown left was 47g of PLA and had a price cost of $1.46.   The difference between the two prices was reflected in the increase due to the additional features of the design.

Timeframe - the original took two hours, the revised version, including the side supports was two hours and forty minutes.

What we would do differently/Next step for the students: The revised version works but the locking mechanism of the stand onto the frame restricts the access points for the students design.  They cannot both work in conjunction with each other so while students have completed the brief they will need to revise the design again to take this into account.   It also has significantly challenged their engineering principal skills, which is a very positive thing.

3D Printed Minecraft Chicken

Challenge: For a student to create a unique original adapted Minecraft themed design with a purpose.

Background: Previously we've adapted versions of this task with various groups of students from Y3 onwards.  In this specific example the student working on the project is eight years old. It was a Minecraft Chicken.    

This print and project was completed by two students using their iPads and the Tinkercad App.  Minecraft Education was also used for the inspiration where they located the animal as a model to recreate.

 This term in New Zealand is about to end, so as part of the finishing off activities we've been working on a number of projects for the students as we complete other work as an incentive.   In this case this design was created by two students working together who then conducted AR/VR testing by taking the design and projecting it in the classroom and outside.   

There are some design issues with this project - and perhaps in hindsight they could have been addressed prior to printing, however on the balance of the design the decision was made to progress with the printing as it is anticipated that the students are going to add additional features to this print.

The design of this took two students working in conjunction with each other one thirty minute session.  There was no teacher input, it was completed independently by two eight year old students.

Level of Difficulty: Medium - the student task was helped by the clear design link between Minecraft and Tinkercad, as both have a core base of shapes that are used to create design, and while the colour palette does not match perfectly the students are attempting to resolve this.  There is a lot of specific details that the students needed to resolve - such as building such a large object and what the feet needed to be like and how they needed to be spread to make sure they supported the design with balance to ensure that it stands without any tipping, as demonstrated below.

Size: This is substantial print as it was designed to be able to house a number of items of stationary.   The main base of the Minecraft Chicken is 120mm long 110mm wide and is 60mm tall.   The centre storage hole has a diameter of 60mm and a depth of 50mm.   The head is 40mm by 60mm and is 70mm high.   The hole for storage is 50mm long and is 70mm deep.   The legs balancing the print are 60mm by 70mm and 40mm from the base of the design.

Cost/Price: This was a significant print - the #bambulab studios calculation is that the print used 256g of PLA to print the project and this included rafting to support the print as it was printing.   This had a price point of  $6.40.

Timeframe: This took seven hours and twenty minutes to complete on the Bambu H2D.  We would not have completed this on a slower machine as the timeframe and the detailed print would not have been present.

What we would do differently/Next steps for the students:   Its not obvious when viewing the print from above or the side but one of the feet should have had a bit more attention, as shown left.  It is functional but there is a distinct difference between the two designs.

The colour of the PLA was the most relevant one for the printer at the moment, the students obviously want the design white and yellow as its a chicken for Minecraft. One of the eyes could require some additional finishing.  During the print process one of the wings did not remain as it was attached but not to a level that would allow the design to be handled as one would expect.  The students are going to reprint this single piece and then use a hard glue to attach it to the design, perhaps looking at adding some texture or layers to the design.

This is both students first independent large scale project and they should be able to more forward with a range of designs in the future using the practical experience from this task as a guide.

3D Printed Super Glow in the Dark

Previously we've used 'super' glow-in-the-dark filament for a range of projects - from making specific Night Lights and associated projects for the School Market Day.   We have also posted about using the filament to create a 'wow' effect.   We recently ran a couple prints to get students enthusiastic and one of the ways that we did so is shown left.

This is another of the current run of Minecraft inspired Tinkercad designs, which had similar dimensions and details to a print recently featured on this blog

This will hopefully lead to this student and other students considering the role that the different kinds of PLA and filament might have on their projects and also what else related to this might they print.

This parrot shown left is another example of how the PLA use is leading design and creation.  In this example the student found the .stl for a generic parrot and wanted to print the parrot.  In doing so there is little design or creation involved in the 3D print but actually on this project it came in another way, in the form of the stand that the parrot is perched on.

In this example the student needs to consider the balance for the project (including the bird causing the wood roll to tip over) 

how the perch might be displayed or featured ?

what else could be added to this for a final completion? What works better to hold the print in place - hot glue gun? tacks? How can the cord be held in place? When it is prepared and ready how will it hang?

We also think there is potential for there to be a combination with this print and some simple electronics - there are small audio boxes available that are able to produce sounds, what if the student investigated bird chirping and was able to mount a small speaker on the print or somehow include it with the design on the bar? The current support for the bird is a basic light wood, would something heavier be more suitable?

The photograph left is the same parrot shown in the dark in photograph two.  In this instance the parrot has been AR/VR by the student using their iPad and the Tinkercad App onto a desk, in a process that can be completed by a single click with no additional green screening required.  This task has allowed both students to develop their design skills doing something creative and interesting and should lead onto other projects, possibilities and designs in the future.   As the students are both Y4 their have a considerable number of years to develop their skills at our school moving forward.

3D Printed Minecraft Axolotl Part Two

Earlier today we spoke about the Axolotl that was design by a student as part of the Minecraft Vs Tinkercad Challenge (2026 Edition).

The identified next steps for the student were to address the purpose of the print, to change it from a novelty to something with purpose.   To that end the student decided to use the original design, shown in the previous post and take it and modify it as shown left.

As shown there is now storage space in the head and side as well as three circular holes on the back of the design on the left hand side.   

The student was able to make the adjustments following the verbal feedback from the teacher and did so easily.

In the original post the student used 70g of PLA with a cost price of $1.73.   In the revised version shown left, when the storage was included the print used 65g of PLA and had a price point of $1.65.    The print time had been increased to 2 hours and twenty four minutes.

This print is now awaiting spray painting by adults which will complete its presentation.

A reminder that we are publishing the full range of images from this series on the associated Facebook page for this site and you can view that material by clicking on the link here.

3D Printed Minecraft Axolotl

 

Challenge: To produce a unique copy of a Minecraft item or creature using an iPad, Tinkercad App and Minecraft Education.

Background: This task has been detailed over the past week or so occurring in our classroom with our Year Four students (seven and eight year olds) in different forms.

The original tasks dates back to September 2026 and you can also click here to view a summary of last years Minecraft themed posts.   As the term is coming to an end its one of the challenges that we have decided to revisit with our classroom of students this year, some of which had the opportunity to complete this challenge last year as a seven year old.  Minecraft Education was the starting point where we tasked the students with locating and making effective screenshots of a range of animals contained within the program.   They were challenged to select one of the animals that they had a screenshot of and replicate the animal using the Tinkercad App on their iPads.

Depending on the animal there were certain challenges that were associated with replicating the object or animal in Tinkercad.  The design needed to have clear recognition factor and be an accurate representation of the original.

This student attempted to complete the axolotl.  We have previously featured the early versions of this design where the student was using AR/VR to project the design around the school and also test its viability and its likelihood of success if it was printed.

Level of Diffculty: Hard this had elements that needed to be completed and completed accurately the student who is involved in this is a cohort two student who has already demonstrated some exceptional design skills this year, as in his own time he was responsible for producing this bottle.   This is arguably the hardest kind of animal that he could have selected to replicate.

Size: The print measures 160mm by 60mm for the main body and has legs that are an additional 40mm from the base of the animal.  Of note is the width of the tail piece which is 1mm wide as is the line dividing the back of the creature.

Cost/Price: According to Bambu Lab Studios the print design used 70g of PLA to produce at a cost of $1.73.

Timeframe: The print took two hours and five minutes to produce on regular Bambu lab print settings.

What we would do differently/next steps for the students: The biggest issue of this design moving forward we be the purpose of the design, other than a novelty toy, which is something its potentially not suited to, owing to the thin spine and the tail.   Storage is the obvious answer and the student is going to explore looking at introducing either holes or a box shape into the back of the design.  They also want to spray paint the design so that it matches the colour shown in the AR/VR design.

Bird Blockers: Engineering 2026 Solutions

 

Challenge: To using iPads, Tinkercad App and 3D Printer to engineer a solution to a 'bird blocking' problem.

Background: As can be seen in the photograph shown left the birds nesting in seating areas of our school is again producing an issue, as the nesting birds are 'fouling' one of the seating areas where our students eat their lunches.   Our main school block is significantly older than a lot of schools and as a result on the decking outside our school there are various locations where the house sparrows in the area have forced their way into the spaces creating by the building and the decking.

Last year we completed an extensive project on this, which is detailed in-depth on this post from November 2025.

Since that point the sparrows have not nested again in the areas that we secured last year, however they have now created additional nesting spaces.   While we don't particularly look to repeat the same process as last year in this instance the process, the results and the outcomes were the same, however it was a different cohort of students involved.

For this instance the students iPads and the measure app was vitally important.  The location where the 3D Print would ultimate need to be fixed into place was several metres above the ground.   It would not have been safe or possible for the students to measure accurately the space and distance involved in this task.  Using the app allowed the students to accurately measure the distances that they were dealing with.

By using the Tinkercad App the students were able to project their potential designs into the location where the nest entrance was - again the practicality was that this wouldn't have been possible without the app allowing the students to 'project' their ideas to ensure that the entrance would be covered.

As a brief update from last year the November set of printings have lasted the distance without any signs of damage or wear.   The school has been repainted since they were put in place meaning that the prints that were put in place are now indistinguishable from the actual decking itself.

The wedges shown left are a result of last years projects, and we have maintained a group of them depending on what needs to addressed at different locations throughout the school (although it has not been an issue we have potentially thought this could solve any rodent issues if they arose or access points that needed to be sealed for other reasons).

Level of Difficulty: Low - this was completed by a pair of Y4 students who are eight year olds easily within a few minutes, the geometric shapes involved are very simple and the design aspect of it was taken care of by the measure app.  The students simply met with the Principal of the school to address the problem, then spent a short time organising the solution which was then printed.

Size:  The prints to solve this issue were 140mm across were between 40mm and 60mm wide and 20mm thick.  There was a slight 'L' shaped developed so the print could be fixed hard against a join where the nest is located.

Cost/Price: To complete this print the it took 40g of regular PLA filament.  This has a price guide as suggested by Bambu Lab Studios of $0.99 to produce.

Timeframe: Forty minutes to complete the print on the regular settings.  The house sparrow while being an invasive nesting bird is relatively small, hence its ability to get into small gaps and in this instance this suits with the printing because a relatively small hole needs to be covered.   

What we would do differently/Next Steps for the students: Nil - this task is successfully.   We hav shown over time that PLA printing has proven to be effective and works long term.   We have ample evidence that long term exposure to the elements does not weaken the PLA such as this post from last year which is an eight year update on a set of numbers used by our school for evacuation.

Junior Engineering Progressions Book/iPad Stand

 

Challenge: To take an online available model and adapt and personalise it.

Background: As detailed previously in a post on this blog we had a student who in their own time created an idea to tidy up what they were doing with the display and organisation of their books.  This led into a pitch to the library at school and the location of a online file, from Thingiverse, that created a stand.

The original print is shown in this series of photos in the yellow PLA and the students version is shown in the green PLA.

While this was more than functional and detailed it lacked the personalisation that we would like to see from some items, and in this instance if this item was to be placed in the school library we would also want to ensure that it was durable and easily identified.

We started the process by giving the students access to the online copy, which we had printed out.   We then asked the students to make their own version using Tinkercad, their iPad and the Tinkercad App.

We deliberately did not give the students access to the original file.   They used their rulers to measure the distances required and made some adaptations.

The biggest adaptation was with the personalisation access of the stand.   They decided in this instance to have the name of the student placed at the front and then the name of the school on the back (as shown in the photographs).   The students who are eight years old and designing in Tinkercad for the first time were able to complete the design, the construction and personalisation completely independently of the teacher and presented the finished prints for publishing.

Level of Difficulty: Low.  This is a straightforward design task completed by an eight year olds with eight weeks experience.

Size: The original design was 120mm wide and 130mm with a 10mm lip at the front of the design.  The revised version was slightly taller and the base of the design was pushed out slightly compared to the original.  

Cost/Price: The original was determined to use 136g of filament and have a price point of $3.40.   The revised student version used slightly less filament using 131g and having a price point of $3.15.  The differences can be explained by the level of 'rafting' or waste PLA between the two prints.   The angle of the second print meant that less support was required.

Timeframe: As noted with the amount of PLA used the redesign also improved the print time.   In the original we were looking at three hours with the revised version it was two and a half hours.

What we would do differently/next steps for the students: The students were able to complete the task associated with this build and did so independently, we have produced a range of similar prints over the years (which can be accessed by using 'stand as a keyword).   The lettering could have been sunk into the design instead of out, but given the use of the item and relative depth of the lettering it should not make a difference.

Tinkercad Vs. Minecraft 2026 Edition Part Three

 

We are refining the students Minecraft designs as created by students using their iPads and the Tinkercad App.   When completed and checked by other experts the students have then looked for opportunities around our school to find locations where their Minecraft animals might look at place - such as the chicken shown left which is peering into the school sports shed with classrooms and the playground in the background.

Other students were encouraged to improve their design and look at ways to extend their creativity.  Students concentrated on colour matching (where possible not all of the colour matching could be completed)

One of the strengths of the Tinkercad App and using it for AR/VR work with our students is its versatility.  Using the iPad gives the students the opportunity to project their own creations at a range of locations around the school without the need for any green screening.

Students (in this case eight year olds) are able to complete this independently without the need for any teacher input.   In this instance there is a corresponding post on the Facebook page which includes additional photographs and media from this activity you can access it by clicking on the link here.

Minecraft Dolphin 2026 Edition 3D Print

 

Challenge: To design an authentic 3D Printed Minecraft figure or animal.

Background: This task came out of a task from the end of last week where the students were using Tinkercad to design animals, objects and Minecraft themed items.  Both systems use a block based system to build items using the software.

To complete this task students used their iPads, the Tinkercad App and also Minecraft Education (where they located the animals and then screenshot them)

The goal of producing the print/design was for their to be colour matching if appropriate but also for the Tinkercad design to feature the original from Minecraft in a way that it was recognisable.   The App was also used to project the design as a AR/VR image throughout the school.  You can read details of the initial design here.   Minecraft ended up being a significant theme in the design and creations of the students both in our 2025 School Market Day and in general AR/VR and 3D Printed student designs which you can view by clicking on the link here.

Level of Difficulty: Low (for the Dolphin) this was created independently by a student who has been designing using Tinkercad for seven weeks who is eight years old.

Size: The print measures 80mm long was 20mm wide and 10mm thick.  The tail and the fins provided additional length for the design.

Cost/Price: The print used 8g of PLA to print.  This has a price point of $0.20 to complete.

Timeframe: Using the School Bambu H2D Printer the total time for the print was 21 minutes.

What we would do differently/Next steps for the students: While the item has a novelty value it does not have a specific defined purpose that the student could identify.  The student could look at these dimensions and then convert it to something with a specific purpose.

The dimensions of the object are relatively close however when you view the print from above the two side fins are clearly different sizes, this could be address.   The blowhole in the head of the dolphin is currently only 2mm across with a printer able to produce less detail this would potentially have not been a viable part of the print.

As a point of reference you can view this post from 2025 when another student completed the project.

Hybrid Printing Ideas: Lamp and Tiger Tail

 

One of the questions that sometimes get asked is about the purpose of printing 'pre-made' prints as opposed to creating just new ideas with the 3D Printing.   This is a good example of one of the reasons that we do it.  This photograph shown left is a combination of two current printing ideas from students which is now leading in a completely different direction for a design.

It involves the bottle - this has been detailed on this blog, and this in itself is leading a student to investigate 'threading' to ensure that the bottle will completely tighten.   You can read the details of the original post here and then the follow up with the challenge of the 'threading' here.

The bottle has been a feature of the classroom for a number of weeks, sitting on the teachers desk as work is completed on it as a discussion point.  At the same time one of the miniature jugs, featured in a completely seperate post - which started first as a miniature jug and its corresponding forced perspective challenge evolved in to general pot making before the creation of a personalised vase.   The mid point, which was the mid range jugs were also on the teachers desk at the same time that the bottle was there, and in one of those moments that make you want to teach one of the other students in the classroom took the two items, combined them together and said "I've made a lamp."

Needless to say the student is a long way off 'making a lamp' as it has been suggested.   The student has started to look at ways to produce a lamp shade - there has been some discussion about glow-in-the-dark filament, something that was used extensively by students during last years School Market Day.

The students have started investigating ways to power the lamp, and to do so in a safe but effective way and will be conducting tests.   Last year we used fairy lights as a low power solution to this issue, but the PLA used to print the top of the lamp is going to be an issue moving forward to ensure that the amount of light given off is successful, rather than a nightlight.

The tiger, shown left has come about because there have been objects featured in the past where the students have repaired or improved them - its been suggested that a 'fun' activity would be a replacement tail for the animal or a 'crazy' tail that could be created as a AR/VR project to encourage a writing prompt.   This potentially would work better than a 3D Print - as has been suggested in this slideshow where we have created a range of non-3D Printing projects.

Tinkercad Vs. Minecraft Part Two - 2026 Edition

 

We are continuing to develop our design school using Tinkercad   The seven and eight year olds are using the block design aspects to make copies of animals that they have encountered and interacted with in Minecraft Education.

Tinkercads main interface has a range of geometric shapes available that resemble the shapes that are needed to be created in Minecraft.   The colour palette is able to allow the students to modify it to further enhance the recognition factor.

We have started the process at present - students have had to this point only a small block of time to start designing.  From here students are going to refine the design and break down each of the sections.   You can see the summary of this project from last year which will give more of an indication where the project will ultimately end up.   

An example like the one shown above needs the students to be able to refer back to their original design.

Clearly when you compare the original (shown left) to the work in progress (above) the students need to refine their design and colour matching.

As note this is an instance where the colour matching is important as is the overall sizing and adaptions.

We have two weeks remaining in the school term during this time we will be encouraging students to complete their designs, AR/VR them in locations around the school as we did last year with the 'Virtual Christmas Tree' activity.

3D Printing Oeo Pa Buildings - Opunake Primary

 

We are always looking for amazing examples of 3D Printing from students to share.  In this case a student from the amazing Opunake Primary School made a Minecraft model of their local Marae.

They were able to get the dimensions of the building by using the site Maorimaps.com.

This allowed a realistic and detailed view of the buildings which meant that a detailed design could be completed and the students could constantly refer to the design to check for accuracy prior to a visit to the actual site.

We have seen excellent versions of this created in the past using tools such as Apple Maps and Google Earth.    Combining this with a tool such as Minecraft or Tinkercad then allows for a digital creation of an exisiting building following by the printing of an accurate, unique and personalised version of a building or a location.

Tinkercad Vs. Minecraft 2026 Edition

 

Its nearly the end - the end of term one here in New Zealand for 2026.   As we're completing a lot of work in our key curriculum areas we've also taken the opportunity to engage students in some of the activities that proved popular last year.

Minecraft is still incredibly popular with the eight year olds that make up the classroom.   Last year one of the most engaged tasks the students had when using #Tinkercad was when we crossed its use with the creation of Minecraft animals.   On Friday in class we started taking small steps in this process.

We started to use Minecraft Education as a source of screenshots and gave the students a limited time to locate and then photograph or screen shot an animal.

When we then went into Tinkercad we had the screenshots to compare to.   The first days activity was to design one animal and then bring it across.  Students had the examples from last year to look at (which are summarised in a blog post on this site here) and started their first designs.

The timeframe that our students were using here was under half an hour to design and then we asked the students to see if they could take their early designs and use the Tinkercad App to AR/VR the design either in the classroom (the dolphin at the top was projected onto a blue classroom table to represent water) or outside the classroom - the Minecraft cow was created to be so large that it dominates our massive school field.

These are very early examples that we are going to be refining, redeveloping and ptoto-typing.   In a number of cases we are using colour matching and details to replicate the animals as closely as possible.   Other students are working on their own designs in their own time and we will be sharing results.

While we are somewhat early in this process it is anticipated that only a few of these designs will make it to a 3D Print stage.   Most of them will work in a digital format just as well, if not better, than in a physical form.

Some of these ideas also feature in our 'non printing 3D printing design challenges and tasks.  You can view that slideshow by clicking on the link here.

3D Printed with Recycled and Wool PLA

We've mentioned recently that we located a New Zealand company that is not only recycling PLA but also producing a 'wool blend' PLA which is including sheep wool in the printing process.

KiwiFil is the company and after we contacted them they fantastically sent us some samples to test.   The sample PLA supplied is featured left.  This includes the "WoolyFil' PLA which is recycled PLA but also includes wool.

The print is a small sheep 50mm across and 60mm but the PLA with the wool has produced the effect that you can see left.  This was produced on the Bambu H2D by using the sample PLA and setting the machine to 'generic PLA' setting.

We will be updating this post later today with additional information but the first print that we have used with the 'WoolyFil' and its completely blown us away in the terms of the texture and the detail.

This is one of the most exciting things that we have seen in some time - the students are going to be incredibly excited by this and the texture provided and it will open up a new avenue for our students for their design and creations.

The print used for the demonstration print was located from Maker World and is described as a 'Knitted Sheep'

Thanks once again to KiwiFil for reaching out to us we appreciate the connection and the ability to create something new with our students.

The print took approximately two hours to print, was printed in three stages, the fleece part the legs and head and a third print was then completed for the eyes and nose.   All of the PLA used for the print was recycled print.   It was printed with a Bambu H2D.

In the past there has been the occassional difficulty with some novelty PLA - however there was nothing required here with this wooly filament.

The texture has created attention and opened up a huge realm of possibilities for 3D printing.

We will be posting a multitude of prints using this PLA and also the recycled PLA in the future.

We are preparing our students by establishing recycling centres at school for PLA and also looking at prints that we might want to take and then have repurposed if they are no longer working.

3D Printing: Barn Printing Replacement

Challenge: To replicate or replace the broken parts to a farm barn toy building using their iPads, Tinkercad and 3D Printing.

Background: Last year we had a major school project - the Dolls House where the students spent a year remodelling the furniture for a play set.   You can click on the link here and view the summary from last year.

This year as we have noted the focus is on the barn play set as originally detailed here.    Recently we've started zeroing in on various aspects of the design with a focus on the doors.   As part of this process the students were heavily involved in using measurement and measuring in centimetres and millimetres.    Students used a variety of rulers and measuring tapes.

Students also used the Tinkercad App to AR/VR to test the viability of the design by projecting it into the place where it was to be placed.   In this instance shown left the orange door is the virtual version - the 3D Printed version is the top photograph on the right hand side.

Level of Difficulty: Hard - while the door is simple and straightforward the hinge is something that the students need to master and is proving very problematic.   We have looked at the doors in the classroom and used other examples - looking at the shapes and the design and how the door works in relation to the hinge.  The size of the design proved to be excellent for this task.   Printing the door was relatively straightforward and the time was easily completed.

Size: The print was 60mm wide and 70mm long.   The print was 4mm thick.   The hinge at the top left and the top right of the door needs a small adjustment.  It needs a small adjustment with its width to ensure that it can operate with the hinge successfully.

Cost/Price: The print used 21g of PLA to complete.   This had a price point of $0.54c.   Regular PLA was used for this task as it was completing a door and could be colour matched with spray painting or having 'barn door colour'.

Time: The print took forty one minutes to complete.  This included the time to heat up the printer and have the print set itself up.

Wheat we would do differently/Next steps for the students: The issue is again with the hinge and the ability of this door to swing in and out.   The students were successful with the measuring part of the task as were the majority of the classroom.   As we have mentioned we are going to use electronic callipers moving forward for accurate and detailed measurement.

3D Printed Table Feet/Table Caps

Challenge: To produce a working set of table leg caps (as shown) to work to provide feet for a custom made table.

Background: This is the follow up post to an earlier engineering challenge on this site - the original post is from March 2nd and you can see it by clicking on the link here.

In short the custom made table for the laser cutter needed custom made feet/caps for the bottom of the wood.   The weight of the table was intended to hold it in place and the 3D Printer was able to produce a set of custom made feet.

Initial designs  had the base 130mm long and 110mm wide with a 5mm base.   The final design had a overall base of 160mm by 130mm and a 5mm thickness.  The centre piece to hold the leg in the original was 95mm by 70mm but the revised version shown here reduced it to 95mm by 50mm for it to fit snug.

This allows for distribution of weight relatively evenly and means that the legs themselves are not touching the floor of the workshop.  Another clever idea was that a piece of wood from the original build was kept as a guide piece to ensure that the legs could be tested without the machine or the table itself having to be moved.

The original table can be seen (prior to the fitting of the feet/leg caps shown here.  It has been assembled and made to order by one of our wonderful school teachers.

The original post and the follow up was completed by a small group of four students.

Level of Difficulty: Medium - the concept was straight forward however the accurate measurements to account for the table 

Size: The details are essentially above but the base was 130mm by 110mm and the centrepiece 95mm by 70mm.

Cost/Price: The print used 33g of regular PLA filament to complete the print.  This was determined to have a unit cost of $2.45c.   This would be the sort of minimum requirements given that it was bearing the weight of the table.

Timeframe: Using the Bambu H2D the print time came it at one hour and fifty minutes.   This potentially could have been another machine as it was a straightforward design - although this would have increased the print time for the project considerably.

What we would do differently/the next steps for the students: The accurate measuring of the legs at the start of the projects had led to the purchase of a set of callipers for accurate measuring.  We were able to source these relatively inexpensively online with the intention of using them to measure accurately. 

For the actual project itself there would be no adjustment - although we did discuss further padding at the base of the feet/caps to further protect the surface however this was discounted as it is concrete.