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.
 

Revised School Improvements V3.0

 

We have been detailing here on this blog a series of school improvements, details which the students have used their iPads and Tinkercad to design a three dimensional object and then used the Tinkercad App to go to a potential location and 'project' the image into a space that it could potentially be placed in.

In earlier instances the students were able to complete basic designs but we worked on having them thinking critically about what they have made and created.  The mat outside of the office which we have detailed previously has now undergone a change of colour, to reflect the school colours and a message from the school has been placed on the mat itself.  In this instance there has never been an intention to complete the printing of designs in these sequences as seen in our selection of non printing 3D printing projects.

We are also expanding our Digital Footprint to include other formats, including a Facebook Page.  This features a selection of posts from this blog, such as this one, but includes additional details and media include a range of photos from this sequence.  You can click on the link to this page here.

We thank you for your visit to this site - our intention this year is to break the posting record for this site and essentially post everyday.   We also are looking to expand the digital footprint and increase the traffic on the site, which we are in the process of doing but we do appreciate people who link it to other locations or pass on the connection so we can continue to showcase the work of our wonderful students and hopefully encourage a range of creations and creativity at your school or educational site.   If you want to contact us you can do so via the email under 'site information'.

3D Printed Book Stand: 2026 Edition

 

This project has resulted from a student coming up with a problem related to their storage of library books - they have looked into producing a box for their library books to be stored.

The box itself is large, and is going to require significant discussion with regards to producing it, based on its size, although we will investigate the possibility of laser cutting it potentially.

In the meantime following discussions with the students we looked at locating pre-designed examples, and this one was located on Thingiverse.   We copied the .stl and then printed it for the student to have an example to develop ideas from.

As it currently stands the print measures 120mm across and is 130mm high.   It is 10mm wide at the base.   According to the Bambu Lab Software the print uses 136g of filament and had a price point/cost of $3.40.

We used this print as a discussion point - how could we personalise or name it for the school library? the classroom? How could we adapt this design further?

While this design is clearly intended as a book stand it already has been tested and is successful as a iPad stand and an iPad holder securely allowing both a regular large iPad and an iPad that was in a shatter proof/life proof case.

Although there are also variations to this design including versions that we have featured on the blog in the past.   This book stand from 2018 featured a 'horse' theme.   This design from 2018 focussed on a book stand for shared reading.

As it also functions as an iPad stand relevant additional posts include this stand and storage container from 2018 (an exemplar at the time)we also have our 2025 Market Day that included a business based around creating at iPad stand including this exemplar from the event.

Finally as a point of reference there was this example from 2019 based around multiple storage space.

The Problems with Chickens

 

We've detailed in a previous post about how the students are looking at creating various scenarios where we are improving the quality of what is on display at our school - one of the aspects that students believe to be viable is the potential to have chickens. This has also been proposed by the Enviro-Group working with the school and we know that various schools in our area have done so.

We have created a concept of ideas based around the students knowledge, which in this instance is high as a number of students raise chickens or collect eggs regularly where they live.   While these do tend to be a bit more free range than a school would require there is a significant knowledge with the students.

To help complete this project the students are looking to produce a conceptual model, based on the AR/VR creation that might show what an area could look like.  To that end we printed the chickens shown in the AR/VR mock up, as shown left.

The print used 11g of PLA filament to complete, the figure had a price point of $0.26c and the print took 42 minutes to complete on the regular default settings.

The student who was completing the AR/VR design   was able to locate the .stl file for this creation by a simple search, which was then transferred to the Bambu Printer for completion.

The model as shown was 70mm high and 50mm wide.   Once the model has been completed these figures will be supplied to a farm set that is currently in a junior classroom.

Misc. 3D Details as the Term comes to an end...

We completed our 'cow' themed table centre piece for the community dinner - using a combination of different filament and some spray painting to produce a run of 15 different cows, one for each table!

These cows were detailed in a previous print on this blog - which you can access by clicking on the link here.

We have detailed this process including talking about the importance of involving the community and supporting community events as one of our 'lore of 3D printing talking points'. 

We recently 'discovered' an amazing New Zealand based company that are doing amazing things with PLA including recycling and producing unique PLA including one that is combined with wool.   

KiwiFil

This site and their story is incredible and we can't wait to spread the word about this far and wide.   We will start printing with the amazing samples that they shared with us and will share them as soon as possible.   In the meantime we would strongly encourage you to check our their amazing story on their Facebook page which you can click on by accessing the link here.

Our students who have been working on their own designs, in their own time to develop their Tinkercad schools are continuing to do so.   We are undertaking to print as many of these projects as we can between times and will continue to feature them on this blog.

A reminder that you can use the 'search' bar on this blog to search our student/school archives and look at or examine 11 years of 3D Printing projects, ideas and student work.   Every project has a specific tag related to its posting on the blog such as 'badge' for something like the new example produced this week.

We are continuing to focus on AR/VR projects and looking at ways to utilise Tinkercad and the Tinkercad App to produce authentic tasks with the students iPads.   Students are now refiing their original ideas having to research and develop their ideas so that we can present these ideas to the school for further consideration.  You can read about the original post on this blog here.

3D Printed Full Sized Vase

 

Challenge: For student to make a unique, individualised vase that is functional.

Background: We detailed in a previous post about how a student had started working on the original design for a vase inspired by locating a range of them online.  The first one, the miniature became a forced perspective lesson involving digital photography.

The student then located a range of designs which were described as an 'ornate range of jugs'.   

In the design shown left the student used the examples of the designs to create their own version and then used their knowledge of Tinkercad to apply a personal message on the base of the vase.

Level of Difficulty: Low -  the student was working on a timeframe to turn this around in a short space of time.   There are a few features on display in the design but clearly more could have been developed or designed.

Size: The student wanted to push the dimension of the design and the measurements reflected this.   The design measured 200mm high and was 100mm wide at the bae (and the top).

Cost/Price: Using the Bambu Lab Studio software we can determine that the print used 255g of PLA plastic to produce and this had a cost price of $6.40.  The cost point for this price meant that we would be limited with what we would be producing at this size.

Timeframe: With the dimensions of this print, the regular settings that the Bambu H2D meant that it took seven hours to complete.

What we would do differently/Next steps for the students: The way that the vase has been personalised was done quickly however this could have been done with more precision, including potentially putting the lettering into the base of the design.  There was nothing personalised other than at the location shown is something that could be addressed as it could have been done with more creativity.   

Original Tinkercad Design Tinkering

 

We've approaching the end of term one already and we've had a term, nearly ten weeks of students working on various designs.   While we might have only a short space of time to create specifically with Tinkercad there have been a number of (seven and eight year old students) working on ideas and refiing ideas in their own time.  

The series of designs in this range are created uniquely by the students and the purpose was to create something that could be recognised.  Tinkercad as a design tool has a range of shapes available which the students have used as a basis for the design.  

The train shown above was created using a range of basic shapes and then manipulated by the student using their iPad and the Tinkercad app.   Once completed the design was then tested by AR/VR it into different locations.  

The sharing of these ideas is to allow students to give each other feedback on how they might develop their ideas and designs.   Students are able to comment on how you might add layers to a particular design or make something have an increased recognition factor.

There are a large number of designs that fit into this category.   On the corresponding Facebook page for this site there are additional ideas and creations.

You can click on the Facebook page by clicking on the link here or searching for 3DPrintSchoolNZ which is the name of the page.

Using Tinkercad as a VR/AR Tool For Sketching Out School Improvements

 

This is a continuation of the task from last week where we asked students to consider using Tinkercad to create improvements around the school.   Students used their iPads to locate an area needing improvement, then went back to Tinkercad as a CAD design tool to create something that could improve, enhance or make the area look more creative.

They returned with their design and used the AR/VR function from the App to 'project' the improvement in place.  The final step was to take a screenshot of the improvement, now in place in the location where it has been created.  In the example shown above you can see the front entrance to the school where a student has used Tinkercad to create the colourful mat that has been placed in front of the door.

We also asked students to consider placing a before and after shot side by side.  This student chose to look at the flagpole next to the schools main entrance, which has not been functional for several years.   The student in this case opted to design a new flag for the school and then project it in place in the second image next to the first, where you can clearly seen the difference between the two images.

We also used these examples to allow students to think about their own ideas and what they might need to consider.   

This was quite evident when students started looking at designs like the chicken area.   The current student line of thought is that the chickens are going to lay their eggs directly into the box - they didn't have a run or another area for them to be contained but also exercise.   There was no thought to feeding the chickens or the water that chickens might need to be viable.

This was a consideration and also bear in the mind that the student concerned has a chicken area on his farm, so it is imagined that a discussion might lead to an adjustment of the design so that it might be more considerate and also a bit more realistic! 

KiwiFil - Recycling PLA

 

Over the years we have been very careful on this site not to endorse anything in terms of products but also at the same time we like to let other schools and educators know what we are operating with and how our systems work to encourage and inspire others with their projects and ideas.

We are also very conscious of not creating too much waste and have been looking at ways to deal with issues such as that.   We recently were able to find a location of a business that is doing a lot of these things already to an extremely high level.

KiwiFil is a New Zealand based business - the ethos behind the recycling and the story of the products is something that is resonated with ourselves to a high standard in the short time that we have been aware of their operations in details.

We are ordering a bunch of filament from them and intend to start creating projects using their PLA with New Zealand wool in it and their recycled product.   The best explanation for this site and business needs to be left to them, and you can check out their website and amazing story by clicking on this link here.

Once we start the process of printing with the new source of PLA we will post here with the details.

3D Printed Ornate Jugs

 

Challenge: To use pre-made 3D Printed designs to further to develop ideas and creativity.

Background: We are expanding our students range of ideas and prints and as we have mentioned before there are times when the students create a design and make something from the start, there are also times when we complete prints that they have located but have a purpose that in the long term we think will help with other ideas and creations.

We previously posted about a vase that when produced was 100mm high this led to it being used to a photography task involving forced perspective.

These are the full range of vases and pots from this range of prints with the example in the group that is front right, which features the handle.

From here already there has been discussion when one of the pots, combined with the bottle previously described has been inverted and placed on top to form a lamp shade - with a student undergoing a project to complete a working light as a result.

Level of Difficulty: Low - the students were responsible for locating and sizing the print but not the design.   Once  this was completed and a physical print is shared with the students it is hope that this will be the encouragement that the students need to create their own inspired prints in this theme.

Size: The jug measures 100mm high and is 60mm wide at both the top and the bottom of the jug.  This could have resized depending on the scale required for this project - these dimensions are for a mid range but obviously the miniature and potentially a full sized version could be completed.

Cost/Price: According to the Bambu Lab Software this print used 71g of PLA filament to be completed.  This has a price point or costing of $1.80 to print.

Timeframe: In its current form the print using the regulation settings (and a standard twenty percent infill).  and the print took two hours and eight minutes to complete.  As noted if it was resized the print would result in a corresponding change in the print time.

What we would do differently/Next steps for the students: The idea is now to get this print in the hands of the students to think about how they might use it, and what prints or projects can come from the results of handling the object.

The print can function as a active jug as a result of the plastic and the print itself being sealed.   

3D Printing Lore: Summary

 

Each of these discussion points are linked via this blog to a relevant post about them, the presentation in its full form is available via the Facebook page at 3DPrintSchoolNZ

Lore #8 - You don't need to be an engineer to 3D Print

There's a new poster coming to create a series of 'talking points' based around 3D Printing in the Classroom and while its from the perspective of our small rural school in South Taranaki New Zealand - we've already posted a series of talking points about this - which you can click on the link below about each topic for further information or details about how it applies to us.

#1 You don't need more than one printer at your school to print your student projects.

#2 All of your 3D Printing projects don't need to be 3D Printed - there are other options!

#3 There's a range of non-standard filaments that are available to enhance your prints

#4 Juniors can create, design and develop a range of 3D Projects 

#5 The teacher doesn't need to be an expert in 3D Printing

#6 You have options to enhance your printing projects with options

#7 Engage with the wider community with your projects and resources

#8 - You don't need to be an engineer to troubleshoot 3D Printing projects.

We've been tracking our 3D Printing over a number of years with the first printer at our school operating in 2014.   The early machines that we had were complex and 'relatively' reliable.   When we had problems with the printing with the machines (when they would print incorrectly) it could at times require significant teacher input to correct the machines.

Following our early machines we went to a series of other branded machines that were significantly more reliable Ultimakers (2015-2022) in various version and updates.  We went to Snapmakers in 2022 and then last year 2025 we switched to (primarily) Bambu.

It has never been our intention to endorse any particular products or processes via this site - however we would like to point out that everything here is created by students and staff (where noted) and the intention is simply to share what we do so that other people can get inspired and have a think about how that might apply to themselves or their school.

With that in mind the Bambu H2D that we are using has taken things to another level.   Since August last year essentially everything on this blog has been printed off the one machine.   The machine itself has had to be greased (the axel) however this was relatively simple.   The inbuilt protection against a miss print has stopped it a handful of times.   The changing of the filament etc is extremely simple.  We have yet after seven months to have any significant issues with the use of the machine with prints ranging from 30 minutes to forty hours.

The print shown with this post took forty minutes but crucially the print itself is how it came off the machine - the sunk in lettering that is visible was completed without any support or material needed to be removed.  If you note the smallest name, Penelope, this has been completed and is currently 3mm in height.   This is something that we have seen with this machine.   It is also noticeable that the amount of rafting or support plastic with this machine for general prints (such as the cow) this has been greatly reduced.

As the technology has evolved with the 3D Printing the scope, accuracy, reliability and potential has continued to improve the outcome for students using the tools available.

3D Printing for Photography Forced Perspective

 

Challenge: To produce an object as a 3D Print that could be used in a forced perspective photography task.

Background: This task was pretty self explanatory - we were looking for some basic 3D printed shapes that we could combine with the use of the iPads camera to carry out some 'trick' or size forced perspective photography.

The object in question that we used to start the process rolling was located online and was identified as a vase.   We deliberately choose something that was small, functional (as we have shown in evidence before 3D Prints are water proof) and in this case was a design available online.

Level of Difficulty: Low - this task was about using an object to create a photograph task, although in later versions we are wanting the students to potentially design their own miniatures for use in the process.

Size: The entire reasoning behind the process was the size of the object.  As it stands at the moment it measures 70mm high and is 20mm wide at the base.

Cost/Price: The print used 4.75g of PLA plastic.   This has a price point using the Bambu Lab software of $0.12. 

Timeframe:   Given its dimensions the print time was thirty minutes (which included the machine warning up).   To produce a series of these for the classroom would be relatively straight forward.

What we would do differently/next steps for the students: This task was all about the digital photography task - which is detailed in the Apple Books Everyone Can Create (Digital).   The next logical steps is for the students to produce the objects and then apply the digital photography task to the object.   We would be wanting to give the students a set of specific measurements to work with.

Central to the success of the task is also thinking about the location (around our school or our playground) such as example that came in early work from the students in bark on the school program.

The iPad focus on the object at the front (in this case of course the vase) takes the focus and the contrast between this and the background has plenty of scope for experimentation, development and the creation of ideas.