3D Printing at the NZAIMS Games

 

Our wonderful rural school is attending the NZAIMS Games in Tauranga later this term competing in Girls Basketball.   As such we are competing as part of over 450 schools and 14,000 students.  One of the things is that we like to highlight something different about our school.

Regular visitors to this blog will potentially remember that this badge can out as a 'stock filler' item for our 2026 Market Day.

This item is a small item that we will be giving to the teams that we will be playing against as a thank you for the opportunity.  This item printed in super 'glow-in-the-dark' filament.   This print uses 12g of PLA to complete the print.   It took thirty five minutes to complete (including the warm up time of six minutes).   It has a price point as determined by the Bambu Studio Labs is $0.24c.

We have also been working on the 'sports trophy' design that we detailed in yesterdays blog post.   We have completed the first print using again the glow-in-the-dark filament.

The photograph shown left is an example of the details that are possible using the Bambu H2D.  The name at the front is 5mm or so in height.  The student has also decided to have the font go all the way through the design as shown in the top part of the design.

This could benefit from having the font more evenly spaced out to include a second line.  In the 3D Print design on Tinkercad the font is visible although small and it is a good example of a short term print illustrating what adjustments need to be made following a review of the print by the student who is working on the project.  In this instance as well as it is essentially a commission project he has been able to speak with the person who requested the design and receive feedback about how it is progressing and what changes need to be made.

3D Printed Prize Giving Awards: Progression

 

Challenge: To produce personalised trophies for a local sports club prize giving by having them designed by a student.

Background: There are a number of elements at work here.   We have previously blogged about the trophies that students have been working on based on an initial design from the Tinkercad main interface page.   We had students create the basic shape and then modify them by placing names or information into the design - you can view that blog post here.

The version of this design however that caused this project to be actioned was a slightly smaller version of the sellotape holder that was also featured as a blog post.  This physical copy was shown around to a number of staff and one of whom made a request to a student from the class - for there to be customised designs for the local sports team.

The sellotape trophy hybrid is shown left.  This has manner of the features explained in the posts.   This print currently measures 80mm across is 80mm high and has a diameter of 90mm.  With these dimensions and details the print had a print time of one hour and fifty eight minutes.   The print used 51g of PLA and had a price point of $1.01.

By producing a master copy of this print the student needs to only replace the name plate at the bottom for each person (and also put the name of the team on the outside of the cup).   There are going to be an experiment with doing this with the glow-in-the dark filament for a novelty affect which might slightly increase the price point.

After this was completed the first of the personalised designs was then taken and projected onto the school field it can be seen with Mt Taranaki in the background.

One student was able to complete the entire project including meeting the the person who wanted the designs created in under one hour and the only remaining part of the project will be to print the trophies.

Dance Dance Revoultion Expansion

 

Available to our students are all sorts of wonderful technology opportunities - one of our favourite resources which the students are able to use and is always popular is our full sized DDR (Dance Dance Revoultion) Step-Master machine.  This is a key resource at our school.  Not only did Mr Bloor make an amazing video and had an incredible project when it was made.  You can click on the link and see the creation of it here.

We have also had incredibly live-streamed competitions using this machine including our K-Pop Demon Hunters Special or our regular super challenge! 

This week there has been an incredibly exciting update - Mr Bloor has doubled the size of the machine! No longer is it just a two player battle now it has been increased to four!

You can see the additional pads in the photo on the left and they are already proving to be hugely popular with our students (who are able to dance at lunchtimes).   

You can see Mr Bloor has added something else to the machine as well - the bars at the back for even more crazy moves!

Don't forget this is not just an amazing piece of hardware for our students - we also create our own music videos which we then use in the competition where the students create, plan and then make their own music videos examples of which you can see by clicking on the link here.

We are so lucky to have Mr Bloor at Auroa Primary School as many of the projects that he works on at our school and with our students are 'passion projects' that he goes above and beyond the call of duty to work on.

3D Printed 'Eyes' Project

Challenge: For a junior school student to create a unique design and for the design to include a physical object to enhance its presentation.

Background: This design developed along with several from the classroom during this recent challenge.   The way that this design was created where the face was developed and made 'flat' was designed in a way that it became apparent that it would work well in conjunction with a physical object to enhance its presentation which in this case was the pair of eyes that the student selected to add to the face of the design.   

The basic design was completed by the eight year old without additional assistance from the teacher.

The student created this design from scratch and did not use anything other than the basic shapes that are available from the Tinkercad interface.

The eyes themselves came as part of a large pack that were purchased from a local chain store.  We have used them in the past such as with the cyclops design from 2025 which you can view by clicking on the link here.

Resources used to complete this print: iPad, Tinkercad App, Eyes from chain store, Bambu H2D, silver PLA.

Level of Difficulty: Medium there are some elements that the student could have refined however they worked well together and the eyes did add significantly to the details and the presentation of the piece.

Size: The print measured 60mm at the front is 70mm long and was 60mm wide.  The sides were generally between 10mm and 20mm wide.  While there was limited storage with this design it allowed the print to be manageable for both the size and the price.

Cost/Price: The unit used 49g of regular PLA to complete the task.  This has a price point of $1.00.

Timeframe: To complete the print the printer using the regulation default settings took two hours and twenty six minutes to complete the task.

What we would do differently/next steps for the students:  The student was happy with the design as they felt that it met the brief.   Some feedback was provided for the lettering which was a little bunched together as shown in the middle photograph.   The lettering could also have been adjusted.  Facially the student was happy but could have perhaps looked at some features that made it more dog like.

 

Hamburger Junior Storage

 

 Challenge: To create a unique storage item for a desk for the students to keep small items.

Background: This task was designed to test the students design creativity.   This shape was created from the Tinkercad design page but the student decided to use the shapes to make something that could be easily recognised.

The buns and the items that were in the burger were created by manipulating the shapes to represent the different parts of the design and the storage was of course created by making a hole in the top of the design before the student finally added their name to the design.     There is clearly additional details and features that could be added to this design.

Resources to complete this project: iPad, Tinkercad App, Bambu H2D, Silver Bambu PLA.

Level of Difficulty: Medium.   This design has a number of aspects of it to make it work.   

Size: The design measures 100mm across at the front.  The design is 100mm long and is 70mm high.

Cost/Price: This design used 116g of PLA to complete the print.   The price point of the print was $2.32 to produce.

Timeframe: To complete this print using the regular default settings the print took four and a half hours to complete.   There was a minimal amount of rafting associated with the print (which was the support at the bottom and between the cheese and the bun.

What we would do differently/Next steps for the students:   The student has already considered how he might add additional features to the design such as the items that make up the inside of the burger.   On the buns itself several items of detail could be added.   

The student also is considering having the lettering sunk into the design instead of sticking out of the design.   The base of the design needs to have a basic sandpaper to smooth some of the edges of the design.

If you would like to see additional ideas for novelty stationary holders you can use the search bar in the top right hand corner of this blog.

3D Printed Sellotape Dispenser: Large

 

Challenge: For a student to design a creation that was able to house or store a roll of sellotape so that it could be used as a customised sellotape dispenser.

Background: This challenge was set for students and they were given a list of success criteria to complete the task based around design, functionality and viability of the print - as a number of the students designs were exceedingly large and considering had to be given to consider if printing these in large volumes.   The classroom and the teacher were essentially looking for one model to have in use in the classroom that could be adjusted and personalised.

The design process came with the students examining an existing dispenser (which was from the school office) and then thinking about what they might be able to do in response to that.

There were a couple of key points that the students needed to consider, firstly the blade to cut the sellotape was either going to be inserted into a bracket or an attempt was made to create this in a 3D Print.   The detail that the printers provided meant that it was able to produce a pseudo blade to complete this task.   The other obvious consideration was the design and the storage for the sellotape.   Ideally it needed to be able to easily house a range of tapes (of different sizes) and lock them in place so that they could have the tape dispensed.

This design was completed independently by a eight year old student as a fundamental basis for the design they used a pencil design from the main Tinkercad design page.   This made a huge difference to the time that was needed to complete the task.  This changed something that would have take several hours into something that was able to be completed in a short span of time, in an afternoon session of half an hour.

This meant that the students could concentrate their designs on the spatial elements and considering what would work.   The biggest issue to address was to make a viable holder in the middle of the design to allow it to hold the sellotape in place.

Resources used to complete this print: iPad, Tinkercad App/Interface (for the pencil file), Bambu H2D Printer, regular Silver Bambu PLA.

Level of Difficulty: Medium - if the student had designed the entire project from scratch this would have been extremely challenging however as they used a pre-made design for the basis of the print this made it able to be completed much more quickly.

Size: 90mm wide at the front.  230mm in length.   70mm high.   This is a significant amount of printing for this project - as it means to be a one off.

Cost/Price: Given the dimensions we were aware this would be significant.     The print used 250g of regular PLA to complete the print.  This had a price point of $6.30.

Timeframe: This print took six and a half hours to complete.   This was completed on standard settings with regulation infill.   The base potentially could have had more of an infill to add weight to the base so it did not shift when the holder was used.

What we would do differently/Next steps for the students: The design needs some refinement related to the point where the tape is dispensed from and there could potentially a way to engineer this.

Junior Stationary Cat: Version 2.0

 

Challenge: To produce a unique stationery holder.  Student needs to be creative and not use a third party design or shape.  This task was created by an eight year old student.

Background: As noted yesterday - this was an 'open' challenge with the criteria that the design had to be functional, original and realistic to print.

There were some similarities with some of the geometric shapes chosen by this student to represent some of the cat features.

Resources used to complete this print: iPad, Tinkercad App, Bambu H2D (silver) Bambu P1S (orange), Silver and Orange Bambu PLA (regular brand).

Level of Difficulty: Medium - there are quite a few elements that are working in conjunction with each other with this print.  There is potentially also further development that would be possible from this design (see below).

Size: The print measures 60mm across at the front of the print, has a length of 80mm and a height of 20mm.  The width of the sides was between 20mm and 10mm.

Cost/Price: The unit used 33g of PLA to complete.  Based on the regular price of the PLA the print had a price point of $0.82.

Timeframe:  The print took fifty six minutes to complete using the P1S Bambu printer the H2D Bambu printer completed the print in fifty one minutes.   Both machines had a six minute warm up time.

What we would do differently/next steps for the students: The print could have some further refinement on the sides of the design as there shapes such as the hearts (shown left) .   The face of the design (shown in the first photograph) clearly shows that there is potential further development of the features that the students could work on.  Similarly the feet of the cat are currently blocks and they could have further details.

Comparing the Bambu H2D to the Bambu P1S

Please note: This is a site which is intended to encourage the use of tech by (primarily) teachers and also students.  It is a not a site to generate revenue or endorse any products (believe us we've been asked, and its always a polite no thank you...)

We've blogged this year about the use of the Bambu H2D which we were able to have purchased as our school thanks to a generous grant from a local organisation.   It was our intention to try and go an entire calendar year with a single printer as the source of every print this year (and also as a side note if you haven't realised its our intention to post an example of our students work or a project every calendar day.   Unfortunately due to repairs the H2D hasn't been the sole machine we've used - we've also opted for the use of the Bambu P1S.   We've been publishing work using 3D Printers for a while - over ten years and used a variety of machines.

In this example shown left both machines had the same print running at the same time.   The H2D is essentially an extremely large machine that costs six times the price of the P1S.    The machines have a difference in print time - which is only five minutes.   Otherwise the finish between the two machines is otherwise identical in all other aspects.

Both machines work off the same (Bambu) PLA but also allow the use of Kiwifil (recycled from New Zealand) and eSum.

Junior Stationary Holder: Cat

 

Challenge: To produce a unique stationary holder.  Student needed to create their own features and not use a third party design or media.

Background:   The challenge to the students was to use their design skills for something unique to be able to create a character that could also have a purpose, which in this case was the storage of items.

The student opted for the cat version of this as they reasoned that they would be able to create features of the animal that would give it a high recognition factor.   The design was a little reminiscent of a design from last year that featured a similar theme.  That post which is detailed here involved students who were five years old (at the time) creating their first 3D Printed designs with assistance from the students of our classroom.   The student who designed this was eight years old.   

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

Level of Difficulty: Medium.  The design is relatively basic however there are several elements with the design which need to work in conjunction with the other parts to ensure it looked balanced and 'right'.   The subtle details were added to the print but potentially there could have been additional ones as well.

Size: As its stands presently the print is 50mm wide, is 80mm long and 50mm wide at the back.  The sides have a width of 10mm.

Cost/Price: The print uses 41g of PLA to complete the print.  There was no support rafting required with this print it was able to print it as a single piece with no waste or additional support required.  Based around this use of PLA the print had a price point of $1.01.

Timeframe: The print was completed by the Bambu H2D Printer and took one hour and twenty one minutes to complete the print.

What we would do differently/Next steps for the students:    The student who designed this experimented with two different kinds of lettering on the base of the design.  The first shown above had the lettering extending out from the outside of the print.

The second on the reverse side had the letting sunk into the design itself so the two sides had a contrast.  The student wanted to consider which was more effective and what worked better.   When you see the two photographs next to each other the contrast is quite significant.

From here the student is intending to review the design and consider again the facial features of the design and the different aspects of it.

Using Tinkercad as an AR/VR Tool with Filters

 

Yesterday we posted about using Tinkercad as a tool to create an image, not a 3D Print, that was then projected using the AR/VR tool onto a background.

The next (and final) step in the process is to take the image from the previous activity and then apply a filter to it.   In this case we are using the Pic Collage Filters from the App that are available with a standard app purchase (ie without the extensions).

In each instance the students have taken their creation of the original scene, with their detail added and then put it into a filter.   This filter varies slightly in creation time but it tends to be under thirty seconds and applies a filter to the scene which the students are able to then to review and decide upon.

The two examples here shown feature the 'Christmas' themed filter.   In the first example the crane can be seen although a number of the objects have been extensively redesigned.

In the second image the Tinkercad addition is the box in the immediate bottom right of the image.

This process featured in one of our 'year in review' posts from last year which focussed on a round up of highlights.  You can click on the link to this post here.

In addition as always if you use the 'search' bar/icon from the top right hand corner you can use the search words 'pic collage' to find a wealth of additional posts and material.

Not every filter was able to create an effective combination with the students design.   This process allowed an entire classroom of students to complete the process in the duration of an afternoon block of time (just under one hour).   It allowed the students design time, reflection time, sharing time (with the class) followed by our posting time (to Seesaw).

This is the same image as previously shown and it is with the 'water colour' filter.  Again it highlights the students design and places it within the design as an accurate and authentic piece which was not possible when it remained in Pic Collage.

The students who completed this process were the wonderful group of seven and eight year olds whose work is featured on this blog.

Using Tinkercad as an AR/VR Design Tool

 

At the start of this year we published a post on this blog about the purchase of a pair of end of line backdrops that were brought from a major chain and marked as line discontinued.   They featured a 'tropical island/volcano backdrop and a second design as shown left.

The cost for these items was NZD $2.00.    The measure 2.5m by 1.8m.

The first instance led itself to animals and some of the pre-made Tinkercad designs.  In this instance we wanted to push the design skills of the students but the intention was not for a 3D Printed model it the end, the intention was for Tinkercad to be used to design the figure and for it to be projected into place as part of the design but not to be physically printed.

We have previously published entire slideshows along this theme, accessed by clicking here.

Students needed to consider their ability to design something that would potentially seem authentic within the scene.

We tasked students with not trying to 'hide' something but think about scale and think about setting.

Once this had been designed in Tinkercad students then used the Tinkercad App and its AR/VR button to project their original image onto the scene.   There were a number of aspects to this design the students had to consider.

An example is shown left where the student has created a cloud that is designed to fit into the scene.  The brightness of the cloud makes it stand out relative to the other objects in the background.

The student wanted to then edit the photo to change the brightness of photo and in particular find a way of reducing the brightness of the cloud.

In the second example shown left the student wanted to introduce something that was implied to be there by the shape of the scene.   They created a cable and a hook by using the basic Tinkercad shapes and had it 

Again there is a subtle difference between the colour of the yellow from the cable connector to the hook to the other yellow present in the scene which the student was going to undertake to alter.

Scale was an important consideration for this task as well as the colour and shade of the additions created by the students.   In the further example shown left the student added a figure who is sitting on the crane which needed to be manipulated by the student so that it appeared to be the correct size - when you compare this image to the photo above you can clearly see the figure that has been added.

We completed this task in an afternoon session with a whole class of students who were working individually (as we are luckily a 1:1 iPad School) however it could also be completed as a group activity.   As it was completed without the need for any physical object that came as a result the results could be completed and it was instantly available, instead of having to wait for a 3D Printing process to be completed.   Completed independently by eight year old students.

3D Printed Basic Trophy

 

Challenge: To utilise Tinkercad to create something that would have a purpose moving forward.

Background: This project was 'green lighted' by the teacher because there is the clear potential for this to lead to other prints, designs and creations in the future.   This was located online and had a small amount of student input - but the potential is there for considerably more.

Resources to complete this print: iPad, Tinkercad App, Bambu P1S, Orange PLA.

Level of Difficulty: Low - the design was sourced by the student with minimum adaption although there was a clear path to modify this moving forward.

Size: The print measures 125mm across and was 95mm long.   The handles and some of the design aspects of the print varied however the base was 20mm thick and the handles were 10mm wide.   This was based around the design being 140mm high.

Cost/Price: The unit used 146g of PLA to complete the print.  This had a price point of $3.62.  The print produced 47g of PLA to complete the print and support the print.

Timeframe: The print took three hours and fifty one minutes to complete on the regular default settings.  As per usual this included six minutes of warm up time for the printer.

What we would do differently/next steps for the students: This trophy was not personalised to a high degree (such as last years example which was original which you can view by clicking on the link here) however there is clear potential from this design to do exactly that - by having the name plate at the front changed for that of a person or an organisation or even a team.   The colour could of course be altered as could the dimensions of the print - at the moment its used for holding a set of keys however there would be multiple purposes for it depending on the way that you wanted to approach the object (for instance a smaller size would lead to a easier print run and even going the other way a larger trophy would have more importance).

3D Printed Novelty Tiger - SVG File

 

Challenge; To locate and select a SVG file that could be used for a specific purpose.

Background: As detailed and potentially searched for using the 'search' box on this blog on the top right hand corner and use the 'SVG' tag for the purpose.   In this instance a student found this file (on a publicly available SVG website) as a cartoon figure.  The student noted that there was already multiple holes introduced into the design so if it was going to be tied to a object perhaps as a badge or other figure.  Therefore it would technically have a purpose as it was straight from the file.    As noted previously Tinkercad has the ability for files to be imported directly into it in several formats one of which is the .svg format.  There are a number of sites that have files made available in the public domain.

Resources used to complete this project: iPad, Tinkercad App, .SVG File from freesvg.org, Bambu P1S, Orange PLA.

Level of Difficulty: Low.  This file has very little modification from the students perspective - it is essentially the file that the student located and felt would make a excellent 3D Print.   

Size: The print measures 130mm across and is 190mm from the base of the feet to the tip of the tail.  The print has a width of 10mm.

Cost/Price: This used 62g of PLA to complete the print.  This gave the print a price point of $1.57.

Timeframe: This print took two hours and three minutes to complete which included six minutes of warm up time.

What we would do differently/Next steps for the students: Nil this was intended as a gift for a younger family member and the project is considered completed by the student.

3D Printed Minecraft Enderman Figure

 

Challenge: For a student to produce an original figure that had recognition factor from the game Minecraft.

Background: As a reference if you click on this link you can see a summary of previous works on this topic (from April 2026) and included is a significant slideshow.  This was also one of the topics covered by our 'best of review' for the end of school year last year.

This figure is a key figure known as the Enderman - the figure is essentially a solid black figure who is sometimes depicted holding a Minecraft brick and sometimes without.   There are also variation with the lengths of the arms of the character.  When you use a search engine to find the character (as was done to check its accuracy) there are some versions where the arms are as shown in the design but other where the arms are clearly much longer.

The figure shown left is an example of the shorter armed figure located in the game (as the longer armed figure is nearly touching the ground).   In essence this was one of the most straight forward of the Minecraft figures to design - the students only issue with the figure was making sure that it was completed/printed in jet black and they considered some way to highlight or have the eyes coloured red.

The box that the figure was holding was also a discussion the students felt that if they made the brick interchangeable then there was potential for several different designs.   The idea was for the figure to potential hold a TNT block. 

Resources used to complete this print: Minecraft (game), iPad, Tinkercad App, PLA, Bambu P1S.

Level of Difficulty: Low - if you compare this figure to others in the range this had the simplistic design.

Size: The print measures 30mm across and is 70mm high.  The figure has a width of 20mm.

Cost/Price:  The print used 22g of PLA to complete (as is shown the 'eSun Silk multi colour was used'.   This had a price point of $0.51 to complete the print.   Of note this included the cube which in the photo left has been removed so it has a clear potential to reduce both (to 18g and $0.40)

Timeframe: This print was completed on the Bambu H2D and took one hour to complete and that was represented by 54 minutes of printing time and six minutes of machine warming up.

What we would do differently/Next steps for the students:  Obviously in the test print shown left the figure is not all black and does not have the eyes of red which means that it has reduced the recognition factor.  This print also has the ability for further development as a range of blocks could be placed in its hands or arms - which could also be adjusted.  Finally there is lots of scope for the AR/VR aspect of this figure and how that might be incorporated into different settings and scenes.

Non-Lego: Lego Figure

Challenge: To create an authentic and unique "Lego' inspired figure.

Background: We've discussed the enjoyment that a lot of students get from designing and using official Lego products.  This is of course not that - it is a lego inspired figure that was created (relatively) oversized that is more of a homage to the original than making an actual figure.  As the student concerned who was eight years old was designing it they were able to be creative and add features that would not be necessarily be associated with an actual 'real' figures.

The student was able to create the figure themselves using the main interface.   The additional features that can be seen on the print including the hands, the hat, the facial features and the symbol were all added from the main design interface.

As always you are able to search the entire blog for creations and designs from students using this theme - the search bar top right will direct you to a number of prints that have the label 'lego' and 'non-lego' including such designs as using AR/VR tools to enhance the students designs.

Resources used to complete this print: Tinkercad App, iPad, Bambu P1S, Orange regular PLA.

Level of Difficulty: Medium - there is some adaption to be made to the print but the main design features are in place.  The student was able to develop this design themselves (as an eight year old) without any assistance from the teacher.

Size: The print presently measures 40mm across and was 80mm high.  It was 10mm wide.   As noted above this is oversized for a traditional Lego figure but the student has intended this more as 'lego inspired' rather than a 'lego' figure.

Cost/Price: The unit used 15g of PLA to complete the print and there was 5g of PLA that was needed to act as 'rafting' or support.   This was mainly created by the need to support the overhang of the hat.  It had a price point of $0.40c to produce the print.

Timeframe: The total print time for this was one hour.  This included a six minute warm up time which is included in this time.   If this was to be produced to a scale of actual lego this would be reduced.

What we would do differently/Next steps for the student: The hat is a little oversized and could be reduced in size.   The hands of the figure are currently probably too big and also face backwards.  Finally the student could have looked at refining the figure with the design on the front of the chest.

3D Printed Furniture: Dolls House

 

Challenge: To produce an item suitable for a dolls house (large scale).  In this case an internal fireplace.

Background: One of the most successful activities from last year was our Dolls House project which ended up stretching out for an entire year - if you would like to view a recap of that project you can do so by clicking on the link here.

Since that time we have always been aware that the making of scale models or furniture items gives the students opportunities to design 'real' items which they experience with or are familiar with.  At times that biggest challenge can come from the scale of the objects that the students are designing.  In this instance the student wanted to design something to fit with a 'barbie' scale that is a design that could work in conjunction with the toy.

Resources used to complete this print: iPad, Tinkercad App, Bambu P1S, Orange PLA, Barbie Doll (for sizing).

Level of Difficulty: Medium - this task was really all about the scale.  The basic design shape for the fireplace came from the main Tinkercad interface.  Further details were added by having the logs introduced inside the fire.  Finally a discussion was held about what else could be done - which was the potential spray painting or the applying of a sticker.

This task was completed by an eight year old student without any assistance in their own time.   

Size:  The fireplace measures 100mm wide at the front and 100mm deep.  The main body of the print was 60mm high and the print was on four legs that were 30mm high.  

Cost/Price: The unit to produce (note the smaller flue0 used 200g of filament.   This has a price point for the unit of $4.50 to produce.   

Timeframe:  To complete this print the printer was active for four hours.   Again as noted the funnel for the flue was relatively short (60mm) and realistically needs to be extended further to be realistic.

What we would do differently/Next steps for the students: From here the students would need to consider decoration of the fireplace - either by spray painting or using the Roland Versa Signmaker.

3D Printed Pencil Sharpener: Duck

 

Challenge: To produce something unique and functional that could house a pencil sharpener.

Background: We have posted about this project in the past, and there are a number of posts relating to the process in the past and also from earlier this year.    The concept or idea is for a print to be combined to work in conjunction with a physical object.  This ensures that the students measure, check and design something different using the physical object as the key element.

We also have been encouraging the students to consider the detail that can be produced with both the P1S and H2D Bambu printers as it allows clear details and shapes to be produced with a minimal amount of rafting.  

You can see the design top left and the photographs of the physical object in the following images.   The only rafting that came with the print was contained in the insert where the pencil sharpener was located.  This project was created by two students working in unison using the ability of Tinkercad to have two students working together collaboratively.  

Resources used to complete this print: Tinkercad App, iPad, Bambu P1S, Orange PLA.

Level of Difficulty: Medium.  This print required a number of elements to work in conjunction with each other.  The students concerned did not create the duck that was placed on top of the box as this was available and located via the main Tinkercad design page.

Size: The print measured 40mm at the front was 50mm long and was 30mm high.  The duck was 30mm high and 40mm long to sit on the top of the box.   This related specifically to the size of the pencil sharpener which the print and the project was based around.   If this was converted into a storage box or something with another purpose then the project would need to be upsized as a consequence of it.

Cost/Price: The print used 24g of PLA to complete the print and had 4g of PLA support for the inside area.  This gave the print the price point of $0.62c to produce the unit.

Timeframe: The print took one hour and six minutes to complete and had an additional six minutes of time for the printer to warm up for a combined time of seventy two minutes.

What we would do differently/Next steps for the students: The print works as a design however the pencil sharpener itself is not held in place by a shelf or by some form of addition to the print.  The print also could have featured a draw or another insert which could have been removed or adjusted.

3D Printed Miniature Storage

 

Challenge: For an eight year old student with limited Tinkercad ability to produce something personalised and unique.

Background: As per the description this student has had some experience in using Tinkercad, in the class this year as part of the new cohort of classroom students.  The students prior to the School Holidays were given the option of producing something personalised and unique which they were tasked with designing in their own time.

This student wanted to make something as a gift for another member of their family.  They used their iPad and the Tinkercad app to project the image onto their desk in the classroom to check its viability.   Following this process the design was then submitted to the classroom teacher for printing.  The teacher responsibility was to insert the file for printing.

When it was printed the decision was made to use the silk eSun multi-coloured PLA to create something of an affect with the printing process.

Resources used to complete this print: iPad, Tinkercad App,, eSun Silk Multicoloured, Bambu H2D.

Level of Difficulty: Low - this is a basic design that the student was able to produce confidently by themselves.  This is a variation of a basic design that the student was able to manipulate to expand the design.  Design basics like making the name inserting it into the back of the design as a hole instead of extending out are design features that really add depth and finish to the students 3D designs.

Size: The print measures 80mm across and was 40mm wide and the print extends a further 30mm at the back.  The print in general has a width of 5mm.

Cost/Price: The print is miniature in scale.  It used 28g of PLA to complete the print.  This gave the print a price point of $0.70c to produce the item.

Timeframe: The print had a total completion time of 53 minutes in total.  This included 47 minutes of printing time for the project and six minutes of warm up time for the machine.

What we would do differently/Next steps for the students:   This unit was produced in miniature and could be potentially expanded larger to scale.  The front of the design currently is essentially blank but could have had another picture, image or writing included (as per the top picture0.   At this stage the student felt that this would be an excellent jewellery box.   We have a range of previous designs - an exemplar of note from 2017.  In addition you can search the blog with our eleven years of examples by using some keywords in the top right hand corner of this blog.  We have tried to tag prints as accurately as possible.