3D Printed: Non 3D Printed Updated Slideshow 2026

 

This slideshow is our 'Non-3D Printing 3D Printing ideas'.  It is a range of activities for students to complete with iPad that involve 3D Design and creativity that do not result necessarily in a 3D Print as the end product.

This slideshow was originally published last year and now has been updated to include examples from 2026.

Pre-Stencils to Enhance Original Prints

 

We've been experimenting recently with a range of stencils for the students to use to enhance their 3D Prints.  Its a way to ensure that a creative and interesting print can have added layers.

We've already featured on our blog this year a number of examples of students completing a design and then having the final result spray painted (note this is not done by our students!).  The actual stencils themselves we haven't previously featured however this is what they look like.  They were purchased online from a significant online retailer.   What we have already discovered is that some are more successful than others - however we have also realised that we could use the 3D Printer to produce our own version of these.  We did this earlier in the year with our 'name stencil' 3D Print design. 

The obvious next step from here is to look at the images that have been produced and create an original stencil from that - the students had an 'aha' moment as the recent activity to import an SVG file into Tinkercad which our students created using pre-made images.  By combining the two activities together the students will be able to produce their own working stencils that will be able to replicate a range of animals.

The challenge (as always) will be selecting shapes that will realistically work as a stencil, in combination with the technology.  

Spray painting has been used for a number of projects in the past, featured on this blog including examples like this from 2021, this example from 2022 or this project from 2024.  As always you can use the search bar on the top right hand corner of this blog and use the keyword 'spray' locate additional posts.

Technology Masterclass: Multi-Layered Staff Prize

 

One of the amazing things about being at Auroa Primary School is the wonderful students (of course) but we have some amazing staff.   This is something that can inspire and sometimes intimidate.

We have responsibility once a year to provide something for a staff prize - this masterclass was Mr Bloors latest piece of brilliance.  

It combines the three major pieces of technology that we have available to staff (and students at Auroa Primary School.   This box has been produced primarily with the school laser cutter.   After the box was cut it has been put together with hinges that were created using the 3D Printer.   Additional touches were then provided by creating handles for the end of the box.   

Finally the details on the box were created by using the sticker machine to create the decals which were then applied to the box.   As the theme of the box was the Never Ending Story a group of designs of creatures and items from the movie were printed and then added to the design.

This is a masterpiece of work combining three different technology together to produce something that is outstanding.

You can view Mr Bloor amazing work via his Youtube page here or this page via Facebook.

Importing SVG Files Into Tinkercad

 

We've written about a range of uses for AR/VR aspect of Tinkercad.  We're always looking for 'quick' activities to engage our students.

In this example here the students imported an SVG file into Tinkercad.   In this case the student emphasis was on finding a creative file to import instead of designing the figure themselves.  There is an 'import' button on Tinkercad - its an extra option top right hand corner of the app (under the three dots).   When this is selected you have the option to import a range of files.

We had looked online for a suitable .SVG file that we could use.   The criteria is a bit varied but essentially the smaller figures tend to be able to imported quickly some larger more detailed files required a lot longer to do so (and some did not import at all).

We made a range of files available rather than allowing students to randomly search for .SVG files - as with anything else you need to be aware that there is a range of files, some of which are not necessarily suitable for students.

We also of course wanted to consider the possibility of creating 3D Prints from this process - however we are looking at the prints and recognising the ones that would not be suitable, this was a really positive discussion for our class and we also wanted to look at how we might take an original image and then modify it for another purpose - to ensure that it had something other than a novelty value.

 This was a one off activity but it is assumed that the students will take this knowledge and ability and be able to start moving forward with a range of designs and ideas from this process.

There were many more photographs from this range of activities (there are twenty one students in the classroom) however we wanted just to share a few of them and share the idea.

For the teacher we used 'Free SVG' site to locate the files.   You can visit that site by clicking on the link here.

Minecraft Figure: 3D Printed Witch

 

Challenge: For junior student to use Tinkercad to create an original Minecraft inspired design.

Background: The student concerned wanted to create a recognisable Minecraft Figure.  They had previously designed 'The Villager' which was a print that we featured on this blog, in March.   The student identified another figure that they felt they would be able to replicate and the shape of the figure when it was 3D Printed would have a high recognition factor.

The student was able to create the figure independently using their cohort two skills and able to present it to the teacher as complete.  The student is an eight year old student, experienced with Tinkercad in class this year and last years. 

Resources Used: iPad, Tinkercad, Bambu H2D, Regular PLA.

Level of Difficulty: High.  This is a small scale print in terms of size (see below) however there are layers to it and all of the different aspects of the design need to work in unison with each other.   The other issue is that other students gave feedback to the student about the degree of the recognition factor.

Size: This figure is 30mm wide, is 80mm high and is 20mm deep.  As it stands the purpose of the print needs to be refined and this would adapt the size of it.

Cost/Price: As it stands at the moment the print uses 16g of PLA to complete and the price point for this is $0.40.

Timeframe: The print using the Bambu H2D took fifty three minutes to complete.

What we would do differently/Next Steps for the students: There are various possibilities moving forward, depending on what the student decides.  There have been a number of versions of Minecraft prints and projects created by our students this term.  You can look at other examples by clicking on the 'search' box in the top right hand corner of this blog.  If you want to see a summary post of our ideas you can click on the link to the summary here.

3D Printed Mathematical Resources - Revised

 

Challenge: For the students to independently create, test and evaluate a Mathematical resource that can be used in the learning of times tables.

Background: As part of the structured Mathematics approach at our school (and nation wide) we have certain benchmarks that we would like our students to achieve.   One of these is to be able to recall a range of times tables basic fact accurately.   One of these is the four time tables.

In this challenge we tasked students with creating a learning tool or a learning task that would reinforce this learning.   As detailed on this blog on Friday the student started by creating a design - but in the initial printing and design the answers were joined to the question.   When the student received feedback and thought about this she came to the conclusion that she needed to have seperate question and answer tiles and also she wanted to include the entire range.

She created the second version of her design and wanted to have a location for it - in this case a mini whiteboard.   This should lean into the student using some form of simple magnets to be able to ensure each of the tile stays in place.

As it stands at the moments the tiles are also a single colour - the student has stated that they would be more effective if they were combined colours or the answer tile was a seperate colour.

The student has been able to assemble this quickly although has stated that they are going to review the size of the tiles.   The question tiles measure 40mm by 20mm are are currently 2mm wide and the answer tiles are 20mm by 15mm.   While these are serviceable for the task the student is in the process of reconsidering them as they are a little small.

Resource used to complete the project: iPad, Tinkercad App, Bambu (H2D) printer, regular dark blue Bambu PLA.

Level of Difficulty: Medium - there is some refining to do but the student has the concept, the idea and has worked to complete it independently.  They have started play testing the game already to think about some rules (such as completing the times tables before the time on a clock runs out).

Size: As noted the current set up includes twelve tiles for the questions that are 40mm by 20mm by 2mm and twelve answer tiles that are 20mm by 15mm by 2mm.   Potentially these are too small.   However the student wanted to fit the entire run of prints on a single work plane.

Cost/Price:   To complete the print of the tiles the printer used 38g of regular PLA this had a price point of $0.98c.  Obviously if as intended the designs is upscaled in size their will be adjustments to this figure.

Timeframe: The print using standard settings took one hour and twenty three minutes to complete.

What we would do differently/Next steps for the students: Potentially this would be a viable candidate for a colour match/dual colour print.   We have spoken about the size before making the tiles larger.  This would also have potential to have some of the times table removed.  This design has the full range of four times tables but in the classroom there are a number of student not requiring every tile.  We could also produce a 'focus' pack of identified times table questions that we would want mastery of.

3D Printed Robot

 

Challenge: For student to create a unique design that would fit into a lego scene.    

Background: This design came from the lego challenge however the student concerned felt that the design would be best suited for something else.  They weren't sure what they wanted to do exactly but they felt that by increasing the scale and size of print would elevate it into a different kind of print.

The student spent time making sure that they worked on the form of the design - details like the hands.  A sense of humour came through in the sense of having a smaller figure in the head of the robot as the controller.   This is a removable figure and has potential for development with additional figures potentially being swapped in.   The figure itself has the potential for significant development as we typically ask our student: what is the purpose of this print? what could we use it for?

The design in this case was created by a cohort two student who worked independently on it in his own time - there was no teacher input other than the teacher printing the project.

Resources used to complete the project: Tinkercad App, iPad, Bambu Printer (H2D) and regular purple PLA from Bambu.

Level of Difficulty: Medium/High.   Although this design is going to get more complicated in the future it is already relatively complicated and would rate as one of the more complicated designs from the students.

Size: The student started off at a not lego/lego scale and then increased it significantly.   The print as it stands measures 100mm across is 190mm high and is 30mm wide.  The command centre at the top was 30mm across and 20mm high,   The command figure inside was 25mm high and 10mm wide.

Cost/Price:   The print uses 147g of filament.  This has a price point of  $3.70 to produce.     There was some limited PLA rafting of this design.

Timeframe: On standard default settings this had a print time of four hours and eighteen minutes.

What we would differently/Next Steps for the student: We have already talking about what next or what could be developed to engage with this design.  As it stands at present the design needs a defined purpose rather than being limited to a novelty item.  There is the possibility that it could be used for storage etc but then a dedicated storage area needs to be developed.   The design stands however it is a bit top heavy so perhaps some stability could be look at.

Laser Cut Halloween Box - Maker Design Lab

 

One of the challenges for the DPE students is ways to unpack designs created by using the laser cutter.  In our tech time students have a range of prototypes that they can unpack and then design their own version of.  An example of this is the 'Laser Cut Halloween Box'.   This item is located here on the Maker Design Lab.  

On this site there is a full list of the equipment required, all the different parts etc.

The laser cut design measures 100mm across and 70mm across the design is 100mm high.

The design when the laser cut was completed was then put together with a combination of wood glue, sandpaper (for the finish).   In the example provided online the stain has been used to made the cut look more finished - our design has not.

While the design has a high decorative value it should be noted as MDF laser cut the design needs to be handled with a bit of care (ie it would be in trouble if it was dropped.   There would be potential to use a 3D Printer to design feet or legs.

The design was completed using 3mm MDF.   The site where it was located from has a full design page devoted to this print, its process and completion - detailing every stage of the process.

Our students have used boxes like this Monster Box as part of our 2025 School Market Day.

AR/VR Design Creating 'Not Lego: Lego'

 

We blogged recently about the store purchased 'Not Lego: Lego' that  had been created as a set for a figure.

Our first challenge involving this set was for the students to create a figure that could fit into this scene.   The figure needed to be a 'Lego' like figure.  You can see our post about that here.   Next steps from here was to manipulate the figure and combine it with a pic collage figure as shown here.

Finally we applied a challenge for the students to create a piece of furniture that could fit in with the scene.   This is slightly more complicated than the figure as the idea for the students to 'hide' something that replicates the scene so much that it appears to fit (as opposed to the cartoon figures of several of the 'Lego' designs).  

We have previously used this process in a number of ways - most notably with our #tinkercadhunt challenge from last year.   That post is linked here when we used our Lamb and Pet Day school dioramas to place an original figure within a location.

In this instance if you view the two screenshots from the students iPad the additional added design should be obvious which is the table in the top right hand corner.  In the first instance the student had a design they felt that fit with the scene but when reviewing the creation with other students realised that the size was too small and attracted attention as a result of that.   The student also was not sure about the colour scheme.

The timeframe to create this was just a few minutes - the 'Not Lego' set had been made up previously, the students design was quickly created, and they wanted to add some items on the table to distract the line of sight.   The student was thrilled with this (non 3D Printing result).   We have also previously published entire slideshows of 'Non Printing 3D Printing Ideas' that involve Tinkercad and an iPad.  You can view that slideshow here - we will be updating it shortly for this years additions.

3D Printed Mathematical Resources

 

Challenge: To design a resource that will help the student with their learning of times tables.

Background: The Mathematics program that our students are currently working through is at the point that the students are looking to memorise or learn their time tables.   To assist with this we talked to the students about the way that they might make a simple game that would reinforce the knowledge required.

One of the aspect identified was for students to have recall and memory for basic facts - times tables.   The student concerned here was a cohort two student who had been designing since last year - they were able to produce this prototype with their iPad in a few minutes when they evaluated it for size, viability and usefulness.   The student wanted to make adjustments immediately on seeing the design, hence the drawing in vivid on the bottom of the two tiles.

The reworked design is going to look like the example shown left.  The student has decided to split the question and answer tile and print them separately.  They also have increased the distance between the equals symbol and the answer.

Resources Used: Tinkercad App, iPad, Bambu H2D and regular PLA.

Level of Difficulty: Low - this student is confident and know that they could easily design this with their skillset the only question would be the refining when the print was completed.

Size: Version one of this project as shown above has a tile that is 70mm long 30mm high and is 5mm wide.  Since the prototype was developed the student has made the decision to go with a split (as shown) although the original dimensions will remain in place.

Cost/Price:   A single print of the first print in the series (as shown) uses 12g of PLA to complete the print and has a price point at this size of $0.30.    There is no change with the upgrade.

Timeframe: To complete the print as a single question and answer tile has a timeframe of twenty minutes.   Subsequent redesign has not affected this time and can be used to determine how many questions need to be focussed on.

What we would do differently/Next Steps for the students:  We have made our own resources in the past, including examples that we have shared on this blog.   This example is a starting point for a range of designs that will be able to target something specific to our classroom.

Combing Tinkercad + Pic Collage Step Two and Three

 This weeks classroom challenge for the seven and eight year olds at Auroa Primary School has been using AR/VR technology in using Tinkercad to AR/VR students design - and then we have 'app smashed'.

In this example shown left you can see a screenshot from a students iPad.   The design that is present in the figure is the original Tinkercad design.   Using the students iPad and the Tinkecad App a single button allows the projecting of the image to nearly any location and nearly any size.

The student has super-sized this design so it towers over a local building (the Auroa Cricket Club) and the Auroa Primary School Field.   The student concerned is a cohort one student who is eight years old who worked on this design independently without any teacher input.   The design brief was to create a original 'lego inspired' figure for our 'lego - not lego'  design and this is the second step in the process.     While this design is creative and amusing.

This is the same figure with a Pic Collage Filter applied (which in this case is the Autumn figure) it has changed the image background significantly and turned it from an interesting one into something more creative.   The process for this was to apply the app and use the 'Magic Camera' AR/VR filter.    It then produced the finished shown left.

The student now needs to consider the trimming or the editing of the photo and then reintroduce the altered image back into a photo editing program before it is displayed on the wall or as part of a digital display.

This is a further example shown left.  In this example the student created a frying pan as part of the objects to be placed inside the 'lego-not lego' task.   The design took the students under ten minutes to create and then project into the kitchen setting.   Once this had been completed the student experimented with different pic collage filter to look at what would manipulate the image to produce the most striking image and settled on the image shown left.

Again the final step is to manipulate the image again in photo-editing software to complete the task. 

Using Tinkercad 'Bricks' and 'Blocks' to alter a project

 

We have used this figure as an example for a number of projects recently - and wanted to highlight two more.   

Tinkercad has a number of inbuilt options which are part of its set up.   When used as a web based browser there are two buttons in the top right hand corner that we'd like to highlight.   The first of which is named the 'bricks'. Option.

This converts the students print into 'not-lego Lego'.   In this process you create the design in user as Tinkercad.   You can view last years post about the topic by clicking on this link here.   There are three levels of details which can be applied for an increasing number of bricks and details.   When completed we then are able to screenshot the design - although in theory we would be able to identify the number of potential bricks used.

The brick icon is the third icon from the top on the right hand side - it is shaded blue.

In the second example shown here the student has taken the same original Tinkercad design and then applied the 'blocks' icon which is represented by the pickaxe which is next to the brick icon (fourth from the top right).  Again there are three different levels of design for this, which are located top right and the student has chosen to use the highest level of detail provided by the options.

Once these have been completed the next stage is to take the image and then run it through several different filters with other iPad apps such as Pic Collage.    You can see a summary of the work that we have done in this regard by clicking on the link here.    You can also use the search bar - located on the top right hand corner of this blog.   This blog in its current form has been running now for over a decade of student examples.

Using Tinkercad AR/VR

 

We've continued the process of using Tinkercad, the Tinkercad App and our iPads with our students to project our Tinkercad creations as AR/VR image around our school.

These figures are part of our recent creation of a 'lego-like figure' design task.   The first part of the task was creating an image.  In this example shown here left the figure ha not fully been developed.  The student has had two sessions with the design and needs to obviously complete the arms.  However the student can project the image already into locations around the school.   The task has currently taken two sessions (of half an hour each) to get to this point.

In the example shown left the student has taken the idea of a specific lego figure and then used Tinkercad to project it into a giant sized figure.

This has been done without green screen obviously as one of the strengths of using Tinkercad as an AR/VR tool you can essentially project the image anywhere with a simple push of the App button and then resize the image by dragging on it.

Our students who are seven and eight year olds are able to complete this activity independently from the design (which is of course original) and then into the projecting and the image manipulation.  If you would like any further details about this process please contact us.  There is also an expanded post about this on the companion Facebook page for this site - you can access that by clicking on the link here.

3D Printer - Expanding thinking about Student Projects

 

3D Printing Lore #7 - Don't Underestimate the Technology Involved in 3D Printing

Since last year we've made a series of posts about talking or discussion points for 3D Printing, under the heading #3DPrinting Lore - talking points for educators or in some cases challenges based around the work that we are doing here on this site and out our school.

In the previous series of posts about this topic - all of which are posted on this blog, which you can click on the links below here to access:

#1 You don't need more than a single printer to print in the school environment.   As explained in this post in December of last year we are intending to print the entire volume of our school projects and class projects off one single machine this year and will be notifying when not possible.  As we speak, in May, we have managed to achieve this so far.

#2 You don't need to print all of your 3D Printing Projects.   We've been increasing using the AR/VR Function of the Tinkercad App to project images in a variety of sizes and locations.

#3 Consider using glow-in-the-dark and other speciality filament which typically are an eye catching alternative which can be printed just like regular PLA.

#4 Juniors can print, design and create just as effectively as our senior students - a post from January 2025 highlighting some of our amazing junior school student designs.

#5 Teachers can be aware but don't need to be an expert.   We detail about how resourcing is available to help teachers tip their toes including tutorials and information.

#6 Don't Underestimate the Students - another year another classroom of students and another range of brilliant designs coming from the cohort one group of students who have only to this point being using Tinkercad to design for a few months.

The prints that are shown in this post represent a series of print completed on a single print run.   Over the many years that we have been impressed with how the technology has improved in both the reliability and quality (details of the printing).

In this example the five pieces of work printed were completed in a single print run.   There was absolutely minimal print rafting - the prints varied in size however the larger ones measured 180mm long.  

The printer ran non-stop for fourteen and a half hours - and used 730g of filament (as the PLA is typically purchased in 1kg lots).   This was approximately $22.00 worth of filament. 

This is something that we would have shied away from in the past - the printers are producing much more quality work (and for example our Bambu H2D is working at twice the speed of previous prints).

The project is of course part of the amazing work from our very own Mr Bloor and his DPE technology group.   You can see the project details here by clicking on this link.

VIrtual Pinball Tutorial 2026

 

We're very excited with the 2026 Auroa School Virtual Pinball Competition coming up later this term! You can view a summary of our amazing previous competition here.  We will providing further details shortly.

3D Printing with Recycled PLA - Riverstone

 

This is a recently completed print using more of the recycled PLA.  This print has been completed using the 'Riverstone PLA' which is a mix of recycled PLA and New Zealand wool.  When combined it gives the print a unique texture.

The print is 70mm high, 40mm across at the base and 40mm deep.   The print design was located by using the software with Bambu Studio Labs.   It is a freely available file that is not behind a paywall.

On Tuesday the teacher who runs this blog will be taking part in the South Island Apple Bus Tour in Christchurch and will in Christchurch, New Zealand for a day (Tuesday).   

The idea being that we would like to spread some innovation and creativity during the trip - hence the use of the some small scale example prints that we are going to show and make available to others.    The PLA for these prints has been supplied by a New Zealand company called Kiwifil.  They are recycling PLA from old prints and 'rafting' and minimising the 3D Printing waste produced.   

Combing Laser Cutter and 3D Printing: DPE Highlights

 

We have posted previously about our senior students during our DPE program.    Our DPE program is our Year Seven and Year Eight program involving a range of programmes one of which is laser cutting.

One of the core tasks in the program is the creation of a 'Monster Box'.   This box is created by having it cut into sections, which when assembled and glue show the design left.   This is produced in MDF.   Once it has been completed students have experimented with a range of decorations.   In the past some of these have been spray painted but we have also had students use a basic stain to produce a wood finish.

The finish with the basic wood stain is shown left.   However the next stage is for the students to consider the designing of an insert to go into the box to allow it to be separated into compartments and then have this 3D Printed combining the two technology machines together.

The design of the Monster Box is something straight forward (and there are a multitude of variations available online along a similar design).   The inserts into the box was able to be produced by using the students design skills and create an insert which in turn divided the box into different sections.   

Boxes have been popular items for the students to produce overtime - so amazing examples using just the 3D Printers include this amazing example from 2017 an exemplar that still looks incredible today.   

The printing of the entire box isn't something that is realistic for every student to complete.  In the past we used 3D Printers to complete the speakers as part of our DPE program - but this was back in 2015 with the first classroom projects that we were printing with our seniors students.

Since then our use of technology has increased drastically as the machines that we have used for 3D Printing has improved.   We initially had Ultimaker Machines, followed by various updates and add ons before shifting to Snapmaker machines, until last year when we made the switch to Bambu.   In the case of projects in the last near year or so we can show quite clearly that the printing times have at least halved, the waste PLA is considerably reduced and the detail that the machines themselves are able to produce is continuing to show significant improvement.

If you wish to have further details about our school DPE program you can find them on our school website or email us and we can put you in contact with the teacher in charge directly.

Adding Extensions to an existing project

 

This phone stand has been featured in a number of posts on this blog.  It is an original design from a student from cohort one from this years classroom (that is a student designing for the first time).

The print originally featured here before being reworked following testing to include a range of additional features and transform it into a customised Mothers Day Gift.   The next step was for the student to design a colour scheme and have the unit spray painted.   Which you can see here.    When feedback was given to the student it then underwent a further revision.  The student created a charging insert port into the middle and base of the design (as shown in the photo) based on the type of phone and where the charging was.

The student had also experimented with having a stencil applied and that spray painted onto her design.

The student was then able to carry out specific testing with the unit and then use it in conjunction with the phone before they made a final design decision.  In this case the student realised that while the charger would fit through the hole the stand itself could not sit flush on a surface as the charger cord needed to be able to be underneath.   The student considered solutions to this including a complete redesign (and print) however they decided to introduce four legs to the design which provided a colour contrast to the deign and crucially introduced the height that they needed for the print to work successfully.   

The applying of stencils to 3D Printed designs has been an entirely new avenue for the students to explore, and recently it has been deemed success. In this instance the photograph above the application of the stencil was not successful and so the student also wanted to resolve that.

Their solution for this was to create a small plate to show the year date and for this to be applied (glued) down to cover the part of the stand where the stencil previously was (as shown left).

The insert plate to cover the stencil used 2 grams of PLA and had a price point of $0.05.  This part of the print took 11 minutes to complete.   The legs to raise the print to a higher point used 25 grams of regular PLA and this had a price point of $0.64.   This took one hour and nine minutes to complete.

We have put a post about this print on our Facebook site which includes additional photographs of the project.  You can click on the link to the project here.

Spray Painting on 3D Prints: Aerosol Cans

 

We are ofter looking at ways in which we can decorate or add to our 3D Prints.   This is a brief example where we have had the students select a stencil and use it in combination with a white PLA 3D Print (which was themed for Mothers Day 2026).

The stencil was applied with a yellow base coat and then the dolphin stencil was applied over the top.  This left a design with a double layer of decoration.

The PLA when spray paint applies bonds with the aerosol paint and when it dries it is extremely durable and lasting.

On the same print the student also had this affect repeated this time in reverse with the purple as the backing colour and the yellow for the bird stencil that was then overlayed over the top.

This is not something that the students of our classroom are able to do due to their age.   It is something that we very much want an adult or responsible others to complete.

AR/VR Projecting onto 'not Lego"

 

We've previously blogged about the set of lego 'not lego' bricks that were a promotion at a local supermarket that we were able to purchase for $1.00

In the example shown left you can see the basic set up which is a kitchen, inside of a building.  As an introductory task for our students we wanted to use the Tinkercad App, the students and their iPad to create an object that could be placed somewhere into this scene.    We allocated a single afternoon block of time for this task, approximately forty minutes.

The theme of the build is to create 'Lego' ish figures - as we have noted this is not an official Lego set.   Tinkercad works well in this regard as it is able to produce 'block' figures easily as can be seen in the photograph shown left.   The image has been manipulated in the senses that the figure in red is not there, it is an AR/VR creation important and 'projected' into place by the student.   The student concerned is an eight year old student from the second cohort of students in class.   He was able to produce this design independently without any teacher input.

We also encouraged students to produce an item of furniture or an object and include this with the physical design crated by the bricks being assembled.

This is a second example with a more comical looking figure that the student has added a generic guitar.   In the second example here the figure is oversized relative to the rest of the furniture in the picture and the other objects.

The student has also some additional features that could be potentially added - of note for instance the hands at the end of the arms are missing at present and the facial features of the figure could benefit from having some additional details.   All of the design features are created from the main Tinkercad interface. 

3D Printed Photo frame - Mothers Day 2026

 

Challenge: For student to create something unique and personalised to celebrate Mothers Day, 2026.

Background: With this event occurring in New Zealand this coming weekend a number of students submitted ideas and creations for this project.  We went through them and assessed each on their merits against the criteria - creativity, uniqueness and personalisation and printed a number of them.   As we are working with a particular timeframe we also needed to be realistic about the size of the print.   While we now are aware that we can recycle the waste support PLA (as we are currently gathering supplies to work with Kiwifil we are also mindful of the cost of producing a larger print.  These tend to be one off prints or very selective in terms of the number that we produce.   We are running every print this year off essentially one machine as we've detailed so that is somewhat of challenge at time when the machine gets busy.

Resources Used: Tinkercad App, iPad, Bambu H2D Printer and regular PLA Filament.

Level of Difficulty: Medium/Advanced - there is quite a bit going on with this print in terms of design, size and how it is ultimately intended to be used.  The idea is to use the frame in conjunction with a small scale canvas print, potentially printed on the Roland Versa Sign Maker.   

Size: This is a substantial print measuring 200mm across, it has a depth of 50mm and is 150mm high.  The letter at the front is 20mm high and a total of 140mm across and is between 15mm and 20mm high at the bottom and extends for 140mm across the base of the print.   The insert for the photo a gap 150mm long and 10mm wide which is just behind the lettering at the top.  This would allow a solid object to be inserted in this location.

Cost/Price: As this is a Bambu H2D Print using the online software with the printing process we can determine that the print uses 238g of filament and this has a price point to produce the print of %5.94. 

Timeframe: The print took nine hours and twenty one minutes to complete on standard settings.  

What we would do differently/Next steps for the students:   The students are wanting to put either a regular photograph into the frame backed with some kind of insert or use the Roland Sign Maker to make something that would potentially be 3D Printed (such as the canvas prints we have completed with the machine previously.

3D Printed Mothers Day Stand - Exemplar

 

Challenge: To produce a unique print themed for the upcoming celebration of Mothers Day in New Zealand.

Resources Used: Tinkercad, iPad, regular white PLA, Bambu H2D.

Background: As we approach Mothers Day a number of students have made creations and designs for this upcoming day.   The brief to the students has been for the designs to be created in the students own time and independently.   The teachers role in this is merely to check the designs at the last stage and print ones that meet the brief.

Obviously while there is a huge volume of material that is available from online sites and portals we are looking to encourage the students design skills and have them work independently to create.  We have encouraged students of course to share their ideas and designs with each other and we also have a range of designs that are available via online sources like this blog.   We also have a group of students who started the process last month which featured here.

The process for this project and the students design can be traced directly back to this post from the same student in March.   Basing their design on an existing print they were able to create their own hybrid book or iPad stand.

This design had its basis in that although the scale was significantly reduced - however the goal of it working (ie it is able to hold the weight of a standard phone).   and by reducing the size the student also significantly reduced obviously the printing time and cost.

Level of Difficulty: Medium.  This is a eight year old from the cohort one students who is work independently - the design has a number of subtle features on it and works well.  It has balance and is not overcrowded or have elements that look like they are out of place.   There is very little 'unused space' and the design is extremely efficient.

Size: The print measures 70mm across at the front, is 110mm deep or long and is 5mm thick at the base.   The triangle for the support for the phone is 70mm high.   These dimensions work well to support a regular phone and obviously they would be adapted for a larger phone or device (such as a Kindle).

Cost/Price: The print uses 55g of PLA to be completed.  This was determined by using the Bambu Lab software.  It also allows us to calculate the price of the print which was $1.36 NZD.

Timeframe: To complete this print on regulation settings the time was two hours and ten minutes.   There would be no need as such to increase the size so this was an excellent use of the time.

What we would do differently/Next Steps for the student: the obvious next step for this project is for their to be spray painting completed (this is not something that a student will do this is passed onto an adult to complete).   Otherwise the project is essentially complete and has been delivered prior to the event.

3D Printed Pencil Toppers: Prototype

 

One of the best things about the students designs and creations and the 'making' process for the students is the ability to adapt and 'break' certain designs.   In a recent classroom challenge we asked students to create a 'pencil topper' that was an item that could sit on top of a students pencil so that the students could identify easily whose pencil each was using.

We also identified this as a suitable practical design task because its scale meant the classroom could have a print produced each in a relatively short space of time (the average time beforehand we were estimating to be in the region of thirty minutes for each print).

Students follow a familiar process of design, testing (using AR/VR and the virtual designs created in Tinkercad) measuring and checking.   Only then when this has been completed do the students mark their 

In the case of the print left, some of these criteria were not met, however the print had a certain charm to it so the teacher made the decision to print the design.   The design in essence is too big.   The design measures 100mm across by 45mm and is then 10mm wide.   Realistically the length makes it too unwieldy to balance on the top of a pencil.  Finally the insert for the pencil while it appears to be suitable is not - more accuracy is required at this location.   When the design was shared with the student in virtual form it appeared suitable - however when printed it out it was obvious that considerable adjustment was required.

The print as it stands used 30g of PLA to complete and this had a price point of $0.75c.   The print took one hour to complete.

The revision would require a reduction in size and adjustment of the insert location.   The student have also started a discussion about completely 'flipping' the design by making it a storage location by changing the entrance point and having the storage run landscape.

In the second example shown left this design is considerably smaller.   The student took advantage of the detail that is possible with the Bambu H2D and of note is the students name on the top of the design which is only 2mm high and 5mm across.

Again there are issues with the design that need to be address the clear issue is again the insert for a pencil - while it again appears to be suitable for a regular pencil when the actual print was applied to a pencil there was clear difficulty to match the two together.

The centre of the design is off with the circle insert.  The print used 10g of PLA filament to complete.   The print cost was determined to be $0.24.   The print took thirty two minutes to complete.

The entire class have used this two physical examples and applied the logic and design for the entire class to apply to their own designs.

As mentioned previously there are numerous other potential examples which you can view by searching for them using the 'Search this Blog' box.