Ooshie Stand from Thingiverse

 

We've spoken before about the use of third party location sites to provide examples and prints that we can use for inspiration or do modify.    In this example we were able to locate an 'Ooshie Stand' that was available as a free download on Thingiverse.

Our students have been designing their own version - and in this example here we printed it via our P1P Bambu Printer.

This print was printed in sections, each of the sections were able to hold eight of the figures which had a peg on which they could be mounted.    As the full range of figures is forty figures a five tier would take care of all of the figures.

There is also (not pictured) an additional cover for the top of the print and also a handle that goes to finish the file.   The sections that are featured here in the photograph each have a regular print time of three hours and forty five minutes.   The print uses 82g of PLA (regular) to complete the print which has a price point of $1.67c.     To print a stand to feature all of the figures would of course require just under ten dollars of PLA to complete the print to house forty figures.

Maze Development: Student Summary Examples

 

These screenshots from this post represent some of our students work combining the elements of Seesaw, Tinkercad (the app and its AR/VR ability) and our students iPads.

This is of course the 'Maze' activity from our students which has included the first step of creating a virtual design, providing them with feedback and then identifying improvements that can be made.   The students then had the ability to make improvements on their design, discuss with partners that they were working with and review the design and then project it again onto a variety of locations.   Students have opted to place it on different surfaces to see how it 'popped' the design and creation.

The students variation has also led them to consider a range of designs for the ball for the maze.   As we would obviously expect - not all of these designs will make it to the physical printing process.

The AR/VR work here was conducted in a single afternoon, the designs having been made the previous day and then altered or modified depending on the feedback that the students have given each other.

3D Printed Student Designed Ooshie Stand

 

Challenge: To produce an original stand that was suitable for either Ooshies or Lego mini figures.

Background: As noted previously we have a 'craze' at school amongst students - a small supermarket accessory called am "ooshie' while replicating these accurately would be very, very challenging we also looked at ways that our eight and nine year old students could use their design skills to create something to compliment these items.   The obvious thing was a stand or a way to display the items - hence our students early attempts at 'Ooshie stands'.   Having followed the process of generating ideas we have found a series of creations that we have decided to turn into physical prints.   

The criteria for doing this was based on originality of the design, the viability of the design and the impact that it was likely to have on encouraging other students to refine their ideas.   The personalisation of the task or design was a must do and this design was able to clearly demonstrate that had been understand and there was also potential for further details.    Already there has been the discussion about the back of it.

Resources used to complete this print: iPad, Tinkercad App, Ooshies (for sizing),  Bambu PLA, Lime Green regular PLA.

Level of Difficulty: Medium - this is a straight-forward design that the student who is nine years old was able to complete independently and presented to the teacher in its completed form.

Size: This was much larger than earlier versions of this design.  It measures 100mm across at the front was 50mm the stand was 130mm high.

Cost/Price: To print this stand 156g of PLA is used.   This has considerable rafting between each of the shelves.   This gives the unit a cost price according to Bambu Lab Studios of $3.13.

Timeframe: To print this stand the Bambu H2D took five hours and forty minutes to complete.  As noted if we re-engineered to print we could print each of the shelves separately - this would reduce the rafting and print time considerably.

What we would do differently/Next steps for the students: The shelves could be re-imagined or re designed using the idea to print in seperate shelves and then glue them together.   The entire back of the shelf is also another potential spot for personalisation or something like a vinyl sticker.

3D Printed Marble Maze: Junior

 

Challenge: For students to create a unique project that involves movement and engineering challenges.

Background: We have been posting about this project as it developed from a idea based around movement and morphed into a challenge for the students to develop their own marble mazes.   We have a range of designs created from student producing their own unique mazes to taking and adapting existing models, such as the one shown left.

In this example the design aspects of the project are focussed around the student creating the 'traps' for the ball, which range from a simple hole to be placed into the design to the addition of ramps and blocks which can be seen in green on the design shown left.   The student had to also consider the size of the gap between the walls of the maze and then think about a ball to run through it - would Tthey use a marble? a smaller 3D Printed ball?

Again as we have mentioned the purpose of this project is not to create a 3D Print for everyone in the classroom it is to engineer ideas and solutions to meet the design brief provided by the challenge.

Resources to complete this print: Tinkercad, Maze Template .stl file, iPad, Bambu H2D, Lime green PLA.

Level of Difficulty: Medium - obviously this maze plan has been adapted.  To create an original maze from scratch with all of the working parts would increase the difficulty level of this task significantly.

Size: The print is 190mm wide and 190mm long.  It has a height of 20mm.  The walls are 5mm thick.

Cost/Price: Despite its dimensions the print uses 190g of PLA to complete the print.  This created a price point for the print of $3.81.

Timeframe:  This print took five hours and five minutes to complete.   There was minimal rafting.

What we would do differently/Next steps for the students:  There was a small gap underneath the design between the left hand side and the edge of the design.    This was only 1mm or so wide and was not easily visible but would need to be addressed to tidy the print up.   The blocks that created the ramps served a purpose but could have been more refined.

3D Printing: Ooshies and Maze Development

We are continuing to develop our range of Ooshie stands.   We've produced some larger scale stands and also some smaller ones such as the one shown left.

The smaller versions shown left suits two of the figures standing on a basic platform - the potential is for some degree of personalisation.

The stand previously featured in a post on the blog and since then the student has revisited and reconfigured the design - adjusting the name of the person that is on display and correcting some of the division aspects of the stand.

We printed the stand in a lime green version - we want to introduce some differentiation with the height of the stand and variation that it provides and also significant reducing the print time associated with this design.

Our 'Maze' challenge which was created by the example shown yesterday on the blog has led to the classroom working on their own versions and problem solving.

Our first step in the process is the creation followed by AR/VR project onto different surfaces to compare designs and creations - thinking critically about what might work, what needs to be adjusted and what we could do differently.   We are going to then choose as a class some of the best examples and print them and then provide physical examples for the students to test and experiment which should then again refine their designs.

3D Printed Mini Maze - Junior Designed

 

Challenge: Students to create a unique print that has a moveable parts.

Background: This print was part of the challenge that was put the students in the classroom - could they they produce something that involved movement.   In previous examples from this range they utilised cogs and stands to allow the objects to be turned.

In this example the student wanted to create a small or short mini maze that would have a ball that would be manipulated by the person holding the activity.   There were elements introduced into the maze to increase the level of difficulty.

We have previously explained how we have created larger scale versions of these in the past - including Mr Bloor's amazing Star Wars Tilt table located here.

This print is an early attempt and it is anticipated that with testing and developing ideas that a variety of modifications will be made for this activity.

Resources used to complete this print: iPad, Tinkercad App, Bambu P1P, Regular Blue Bambu PLA.

Level of Difficulty: Medium - in the example here the student has created several obstacles- however the example will be developed and in doing so the difficulty is potentially increased.

Size: The print at present measures 120mm across and is 90mm high.   The sides of the maze are 20mm high and the sides are 3mm thick.   The two 3D Printed balls are 20mm across.

Cost/Price: To complete this print the printer used 54g of PLA to complete the print.  This has a price point of $10.7 to complete the print.   This includes the two balls used to navigate the maze.   The student is going to attempt to complete the maze with a variety of objects - marbles and small rubber 'bouncy' balls.

Timeframe: This print was completed on the Bambu P1P machine.  To complete the print it took one hour and thirty eight minutes.

What we would do differently/Next steps to the students:  The first prototype for the students is designed to inspire and encourage the students to create their own versions or develop this version sooner when feedback is provided.   There is also potential for personalisation on the outside of the maze.   The biggest part of the design will come in the form of the engineering of different challenges to complete the maze.   This will be probably determined by opening up the idea to the classroom and see what the students can design or work into this print.     

H2D Comparison Vs. P1S Comparsion

 

We've spoken recently about using the different machines that are available for our students to use.   Recently we completed a run of prints that were for a local sports teams prize giving when we produced unique and individualised trophies for each members of the sports team.

In the photograph shown left the two prints are produced by two different machines.   The larger Bambu H2D produced the print on the right, the left hand print was completed on the P1P Bambu Printer.

The two machines have a considerable price point difference - where the difference between the prints is negligible if you didn't know which print had been printed if would nearly be impossible to tell.   The timeframe is nearly identical and the finish is essentially the same.    If someone was spending money on the machines either would work for a context of the projects on this blog - however the capital output on the machines is considerably different.

Weekly Project: Using Tinkercad for Five Days

 

As we've mentioned many times on this blog we don't always end of with 3D Printing as a final project.  We're currently providing a range of activities that include using AR/VR to produce a range of images and then apply

This process at times can stretch out over a range of days and activities.   In the example shown left the SVG image of the dinosaur was used across multiple ranges of situations from a classroom image, to a posed classroom scene based on a classroom item or toy - to a giant sized version on the school field.

In this instance the shape shown left made it into a 3D Print, and we managed to print several versions and turn it into a storage and name maker - however it was always conceived as an SVG file that was used across a range of locations.

Typically we complete our digital design work in a small window which takes place after lunch.  Time varies, and also depends on other curriculum interruptions or challenges.   At present we are preparing for our School Cross Country.   The students therefore have less than half an hour to prepare, produce, edit and put together this sort of work.

The full non-printing 3D Printing slideshow is available below.  It is also available as a downloaded file in the form a powerpoint presentation from our Facebook account which you can click on here.

3D Printing Rugby Kicking Tee - Prototype

 

Challenge: To produce a useable kicking tee for use in rugby.

Background: This task came about from a student recognising that they could take a current item, in this case a kicking tee and replicate it using Tinkercad and then personalise it.   There is a copy of a similar type item in the Tinkercad interface although it is a kicking tee for American Football.

The first stage of the testing was to take the existing design, to start to modify it and then test it using a regular rugby ball.  The students found that the tee held the ball a particular way easily however they were interested in modifying it so that it would be easier to adjust the degree that the ball was leaning.

The personalisation of the item was very straight forward.   The student put the name of his club on one side of the design and the other side of the design they put their name so that they had an individualised item.

Since the first version shown above the student has already reworked the various lettering and wording around the outside of the design.

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

Level of Difficulty: Medium: this print started as a regular design found from the main Tinkercad interface search page.   As it was originally from an American Football design the students needed to modify it to ensure suitable for a ruby union football which has slightly different dimensions.   This requires some reworking and adaption of the base design.  The students also are now completing some testing to ensure it can travel and be kicked like a regular tee.

Size: The print currently measures 120mm long and is 93mm wide.   The print is 34mm high mid point.  With revision of the design there will be obviously be some adjustments.

Cost/Price: The print as it stands uses 120g of PLA to complete the print and this currently have a price point of $1.87.

Timeframe: The print as it stands takes two and a half hours to complete including warm up time of six minutes.

What we would do differently/Next steps for the students: The students have really enjoyed the process of getting involved with something that will help with a sport that they are very enthusiastic about.   We have also considered that we might want to complete the print using another form of plastic for the printer to make it more robust such as PETG.

3D Printed Projects in Action: Weekly Summary

 

Five and six year olds at Auroa Primary School are 3D Printing, well they are with the assistance of the experts in our classroom.   We are continuing to buddy up with a range of younger students and start the CAD design and creation process with these 'new' students.    Our students are taking on a mentoring role and starting with the basics.   The students are of course using Tinkercad combined with the Tinkercad App and either our Bambu H2D or P1S to complete a range of short term original projects such as the one shown above - with a thirty minute print time and a $0.35c price point using regular PLA.

We've also starting exposing students to using AI in a positive way as a filter - by taking the Tinkercad design of students, AR/VR the design and then posing with a photo, of the design before the final touches are applied using a filter, in this case Pic Collage however of course Chat GPT is also a viable alternative.

In the example shown left the 'hearts' featured in the design is the 3D CAD Design via Tinkercad.  It has then been projected into the arms of the student who is on the slide in the playground.  Of the playground the only part of the image that has remained is the slide and the poles either side of it.  This is the same slide that was featured in another range of AR/VR work that featured the Ooshie stand although in this example the background was completely different.

We also have set our students another design concept or challenge one that involves the school laser cutter.  Our senior students (Year 7/Year 8) have their Design Education Production (DPE) and as part of it produce this Monster Box.   the print has space for an insert and so the challenge for our students is to use their 3D Design skills to create something that can form storage or an inside of a box.  It needs to be obviously measured accurately and carefully.

It could potentially used to store smaller objects and items (currently thinking is based around jewellery, Ooshies or earrings).

Our students have the MDF chest and will be again using Tinkercad, the Tinkercad App and their iPads for the design.

Finally we're always encouraging the students to bring in objects that we might be able to personalise or adapt not just because they make interesting projects but we also have in mind our upcoming School Market Day (which will be held next in 2027)

One such project under consideration is the moment in replicating this rugby kicking tee - as it is plastic it is close in composition to PLA however the students of course have realised that they can produce their own kicking tee with their individual players name - designed into the side of it.  Further updates for all of these projects will follow.

Physical Trophy Repair: Junior 3D Print

 

Challenge: To repair a thirty year old school trophy. 

Background: This print project was detailed on this blog last week - you can click on the link to the post about the planning and the virtual creation of variations here.  

As we stated we were making it possible for all of the students to have input into the design but the printing of physical trophy tops was going to be limited to prints that would be extremely close as we needed essentially just one.

The first print to meet this criteria is detailed in this post here.  The student used the Netball that they were able to find online as a key element as well a generic star and hoop.   The final part was the 'Netball' heading although this is going to be refined.

Resources used to complete this print: The student used their iPad, the Tinkercad App, the Bambu H2D and regular Blue PLA.

Level of Difficulty: Medium - this in some ways is one of those simple projects that needs to be done really, really well which increases its difficulty.  Its about a thirty year old trophy and it needs to be fitting with the style, purpose and quality of the original.   No easy feat.

Size: This print is currently coming in with dimensions of  60mm across the font a width of 60mm and a height of 80mm.  This will need adjustment for the final print (see the photograph below) the mounting is currently two big for the base that it needs to be mounted on.

Cost/Price: The print at the moment has a usage of 28g of PLA and this has a price point of $0.57c.   This print is being reimagined (see below) so this is going to be adjusted.

Timeframe: The print as it stands took one hour and thirty five minutes to complete.  (see below).

What we would do differently/Next steps for the students: When the 3D Print is applied to the existing trophy it is clear that adjustments need to be made.   The base of the print needs to be adjusted so that it meets the contours of the existing trophy (instead of overlapping).   

The print itself is currently using a default infill (of twenty percent) for the final version of the print this is going to be increased to give the print more weight but also crucially make it more robust.   

The inscription at the moment is currently too generic.  It needs to be specific for the trophy.

The colour of the print needs to be located as a spray paint.   The pieces that are broken despite the appearance is plastic.

Finally the entire process needs to be checked and approved by the senior management of the school as this is something that we are intending to last for as long as possible.

Ooshie Stand: Personalised Example

 

Challenge: To produce a personalised stand for Ooshies or Lego Mini Figures.

Background: This is the follow up from yesterdays post with the generation of ideas follow up.   We are continuing to explore further developments and ideas but to encourage the students with their designs we wanted to print a physical example that could then be used to review the ideas and consider what refinements might be required or considered.   As noted in the post yesterday this was intended for one of two things as a personalised display stand - the scale of which in theory would allow a range of the figures to be displayed.

The figures in the range were measured prior to the construction of the stand - however there is a subtle variation in the size of a lot of the figures and some have arms and other features that stick out from the base meaning that a universal stand needs to take thins into account.  In this example here the student made a slight design error that the last bay, the one with the second star is not the same dimensions of the other three and finding a character to fit in it is going to be one of the issues that the students will need to resolve.  In the example that was used with the run of twenty figures a peg has been introduced for each figure to be held in place.  In this student example the student opted to have a small division between the figures with the name of the person and the stars on either side.

This was done by applying simple fonts and also including the two 'stars' either side to ensure that there was balance and not blank sections of the design.

Finally we are always looking at considerations towards rafting or waste of plastic - there was the underneath of the design here.  A much better option for the student would have been to print the feet of the stand separately so they could glue them to the base post printing so that there would be no need for support - which essentially was nearly half the print.

Resources used to complete this print: Tinkercad App, student iPad, Bambu H2D, Blue PLA.

Level of Difficulty: Medium all of the skills that the student needed to complete the print they possessed and one would anticipate with the refinements and adjustments that they are going to make the print will be successful.

Size: The print currently measures 170mm long is 35mm wide and is currently on four feet that are 10mm high each.   The sections of the print are currently 35mm by 35mm - this will need to be revised, except for the last bay which is 25mm by 35mm and is too small for anything except for the smallest of the Ooshies.

Cost/Price: This print as it stands now uses 35g of PLA to complete the print which has a price point currently of $0.75.   As noted this could be reduced significantly by altering the underside of the print and printing the legs as seperate pieces as the weight of the objects being placed on them is minimal.

Timeframe: Two hours and ten minutes to complete (again as stated if we changed the base it would also halve the total print time.

What we would do differently/Next steps for the students - these have been more or less addressed in the additional information in the print which would affect the output.

Room Seven Auroa Primary School August 2026 Update

 

We're walking on spreading our students design and creation skills by having them mentor another junior school student at Auroa Primary School.   Our class which are the main designs featured on this page are eight and nine year olds, so the buddy students that we are working with are younger than that.    Obviously creating a simple name badge or tag is one of the basic fundamental tasks for our students and we have also been looking at ways to enhance that for the new students - such as producing prints involving 'Super-Glow-In-The-Dark' prints for this basic design shown left.  

In some examples its about the experience of something new, one of the best all time questions about this, from the student who designed it was the question that came the following day when they had a brief catch up about the print - "how long does the batteries last and when do you need to change them?"

We've continued to develop our 'Ooshie Stand/Lego Stand Ideas' to consider ways to display items as detailed here on the post.   We are yet to print out a full set of these for the students but one of the aspects of the project has been using Pic Collage to apply filters to their designs and consider what this design might look like.

This image shown left has an applied filter.   The storage was projected to the base of the slide on the school playground.  The image left shows the slide (blue bottom right hand corner).   The filter has then altered some of the poles and other playground equipment.   The scenery in the top left is the slope that leads down to a 'pump' track for our school.

We've been further exploring more about our 'movement' challenge using Tinkercad to create a 3D Print that has a movement theme.   We have not been able to print every print in these sequence however a number of students have already altered their designs to include a range of ideas, concepts.

This activity shown left involves creating a basic maze.  We've made examples of these before on a small scale in this instance the design is being refined as a virtual design rather than going through several prints first.

The students are considering obstacles that they might be able to include into the design - and a crucial element of this is the ball that will be used to challenge for the activity - while a ball is possible to 3D Print discussions about a rubber ball being more suitable is engaging the students and also involving them in some physical form.

We're also preparing for the NZAIMS Games and while this is a sport based activity which is a month away (and is not technology based) it is however a good opportunity to spread the words and the works of our school.

We regularly leave prints that have been featured on this blog in different locations (around the country) when attending various events (we gift them to schools we visit, when meeting other educators or leave them in public locations) and are going to do this again during the Girls Basketball Tournament.

Ooshie Stand: Generating Ideas

 

One of the areas of excitement at the moment is a group of collectible toys that are available from a local supermarket.   They are collectables aimed at 'encouraging' the purchase at the franchise which then gifts the buyer a range of the toys.  They range in height from 30-40mm and generally 30mm wide.

In this example shown left one of the teachers from our school used Chat GPT to create a model stand for their classroom collection.   The stand was connected via interlocking pieces (and is not glued together).   In this instance the print was completed using glow-in-the-dark filament. 

This inspired our classroom to consider how they might be able to create and design their own version of these and consider how they might be personalised or developed further.   The size of the objects that need to be displayed meant that a small print would be completed for the project.

As we do typically with this kind of design project the first stage is for the students to build a virtual design and then test its viability by using the Tinkercad App to project an image of their own versions into different locations around the school to look at its presentation, scope and scale.  

In this example shown left the student has advanced the teachers design by adding a name on the top of the highest shelf.   The students were then able to share the designs back to each other to consider how they could develop, expand and then further adapt their designs.    Once this has been completed the process of printing out several of the designs will be completed to again use as examples and review them, consider them and help guide and refine their designs.

Update Non-Printed 3D Printed Projects

 This slideshow has been updated with additional activities to focus on 3D Printing activities that don't involve 3D Printing as the final output.   All of the activities that are listed are described in full on this blog at some point.

Motion: VR/AR + Chat GPT

Tinkercad  and its design platform is constantly evolving and changing and during that time the students are constantly finding ways to develop the skills and ideas.   One of the best activities that we have found has been the process by which we've taken images created using Tinkercad and found ways to display or develop them other than the traditional way in which we would present the creation.

The digital image that is available from a Tinkercad screenshot is something that we've already taken the image with and applied it in different context.  One of the best ways that we've done this has been the application of filters to the image.

It will also be possible to use Chat GPT to alter the image as well.

In the example shown left the Tinkercad design has been uploaded into Chat GPT.  With it we have used the screenshot above.  The prompt to that was with the description was to explain how the design work and also how the design might be improved.  The language that has come with the design is something that the student will investigate to see how it compares to the language they might use.

The explanation of how the design works likewise could be compared to its intended purpose.  There is range of generic information that has been created by the process which is included at the base of the design - but it does have a range of suggestions for the student on how they might improve the design.

Again the purpose of this is to consider how we might create a virtual image, how we might test it and develop it to ensure that it is workable and then ultimately what we might consider for the purposes of publishing.

As we have demonstrated in the past visual apps such as Pic Collage have the ability to take the image and manipulate it in a range of settings and motions.   This image shown left is the same basic Tinkercad image which has then had a 'starry night' filter applied to it.

There are a significant number of examples of this process which are featured on this blog - you can view the examples by using the search bar or clicking on some of the links such as this summary post here.

3D Printed Prize Giving Trophy Repair

 

Challenge: To repair a thirty year old school trophy.

Background: We are always looking for opportunities to have our students solve problems or involve themselves in practical related activities - such in this instance this trophy.

The trophy is awarded in the sport of Netball - the trophy has an engagement plate on the back which has been awarded for thirty years.   Despite its sheen and appearance the figure that is on the top of the trophy is plastic - which has had a coating applied to it to make it appear different.   When examined in detail it has been repaired at the base of the players feet already several times.

Netball in itself produces a challenge - Netball is something of a niche sport.   We have been searching for a Netball figure that is available as an .stl file and are currently unable to locate one.   This has meant that the students have experimented with using other figures or concentrating on really generic figures.   We are specifically looking at mounting something on the top of the trophy in the middle, at the highest point.   As a classroom challenge this is something the whole class could easily get involved with.   While the output of the project is a single print.

The montage left shows a design that has then been AR/VR into place using the Tinkercad App (this feature is available to iPad users, not browser users of the Tinkercad online page.

The design left was created by a pair of nine year olds from our classroom in one ten minutes session.  Once they had completed the basic design they then took the original trophy and experimented with background so they could successfully AR/VR the design.

The filers from Pic Collage were then applied to a screenshot from the Tinkercad AR/VR to show the different affects that might be possible with the design.   Not all of the filters were successful as some have a tendency to overwhelm the designs.   The next step with the process for the entire class is to refine their original designs.

The audience for this task is exceedingly important.  We have created a range of trophies in the past.  This year we have already created various trophies and awards and we also have last years exemplar masterclass project which is available to be viewed here.

In the design left students worked on something that looked like it might fit based on size and then once this proved viable or not were intending to expand the process to include more detail.   

The person who commissioned the project is going to review all of the designs and from there select three or four of the designs that they feel meets the brief of the project the best.  Once these have been identified they are going to be printed and then the physical designs will be evaluated and looking at selecting one or two as final projects.  An important aspect of the success of this project is the colour matching - that will be finding a spray painting colour that matches the shine and the appearance of the original design.   

3D Printed Junior Movement Challenge: Early Versions

 

Challenge: Students to design a print that has moveable parts.

Background: This task is one that the classroom is working on at the moment - with the challenge to ensure that their print has at least part that allows motion or movement.  This has been something of an open challenge in that we've given the students the brief and then asked them to create something as a response to the design.   

There were a variety of designs that were created by the students - one of the important aspects of this task was to ensure that students shared their ideas and creations so that they could encourage each other and bounce ideas from one another.   Another important aspect is the testing process - this is usually not done with physical printing of the objects by projecting and using the Tinkercad Apps iPad ability.

An example of this process is shown left.  This print has been projected  oversized and then rotated by the student to see if the print was viable.   The student chose to project it onto the concrete area of our school.   

This as we have mentioned many times before is a technique to allow the students to produce an output from a lesson without the need to have a physical 3D Print that would be challenging to complete for every student.

Resources Used to complete this print: iPad, Tinkercad App, Bambu H2D, Silver PLA, Bambu P1S, Orange PLA (for the internal cogs).

Level of Difficulty: Medium - however this is potentially going to become more advanced (see below).  This was a completed independently by a nine year old student working with six months experience the teacher did not have any input into the process at any point.

Size: The print came in a number of sections.  The boxing for the main container for the print was a square that was 130mm wide.  It was 50mm high.  The print had a width of 5mm on the outside.  The inside of print had the main column that was 80mm tall and 20mm wide.  The cogs had a diameter of 80mm.   The intention was always to have a variety of cogs that were in the middle of the design.   

Cost/Price: The print was significant.  It used 150g of PLA to complete the print.   It had a price point (cost) of $3.00 to complete this print.

Timeframe:  To complete the print the printer ran for five and a half hours.   This was completed on the H2D Printer.   This was completed with standard settings and regular infill (which is twenty percent).

What we would do differently/Next steps for the students: This print is intended as a gateway print.  By printing this print early it is intended to consider for the class what else might be developed.  An obvious feature of this print would be what could be placed onto the main column and some variation of different objects and shapes.

There is some discussion need around the purpose of this print relative to its size.  Students have already considered a version that potentially by its design could be suitable for a cat toy or a small child.   However the students need to investigate the PLA and consider what might happen based on the potential outcome of the print.

3D Printed Junior Challenge: AR/VR Movement

 

This is the companion post to the challenge involving movement from the end of last week, the first physical examples of which are posted on this blog here.

As we have stated a number of times on this blog we are essentially trying to run the entire output of our classroom this year off a single printer.   This produces a challenge for the teacher that the students cannot all physically have their prints produced at one go, and also need to test the viability of their prints and designs.   The way that we do this varies but chiefly we use the AR/VR Tinkercad App feature to project, rotate and size the designs.   When doing so it tends to be very obvious if there are any flaws in the students designs and they can also have fun with how they approach their prints thinking about innovative ways to display them or have them interacting with the environment.

In the example top left a attempt to produce a small dog toy has been oversized and placed on the ramp outside of the classroom.   In the second example shown left a design was placed under a running tap to create an illusion suggested by the running water.

In both instances the students came up with the concept and ideas independently (they are eight and nine year olds) and then projected the image in place with their iPads and used the Tinkercad app to do so.

There are a range of pictures that have been produced with this activity - we are going to take a wide selection of them and put them on the Facebook page that is associated with this blog.  You can locate that by clicking on the link here.

3D Printed Glow-In-the-dark Earrings

 

Challenge: For students to produce an original part of earrings.  

Background: This has been a staple design idea from our students - the size of the prints have meant that its something we've been able to produce in details with volume (such as a class set).  Its featured many times over the years from Market Day projects combining both the 3D Printers and the laser printing.

If you want to see a slideshow with an overview of the entire process and a summary of our projects related to this topic you can click on the link here.  In addition as always there is a search bar on the top right hand corner of the blog - this has the keywords for each of our posts or projects which include the keyword 'earring'.

The decision to print the earrings in glow-in-the-dark was made to pop the designs.   The student concentrated on a single design and then duplicated the design when it was completed.  

Resources uses to complete this print: iPad, Tinkercad App, glow-in-the-dark, Bambu H2D.

Level of Difficulty: Medium - as always this task has elements that makes it appear somewhat simplistic but this is not always the case.  As this was tasked as students to be original the students needed to come up with an original idea that would work and have a high recognition factor - the ice cream idea certainly ticked those boxes for the student.   

Size: Each of the prints from this project measures 45mm across at the front and are 50mm high.   The print is 5mm wide.  The ice creams are 40mm in length height wise.   

Cost/Price: The pair of earrings used 18g of PLA to complete the print.  Using the calculations from Bambu Studios the print had a price point of $0.35 for the pair.

Timeframe: To complete this print the printer took 41 minutes to complete both.

What we would do differently/Next steps for the students: There are a couple of obvious issues with the prints as they stand.  You can see clearly the hole that is visible in the Tinkercad design (the first image) did not translate into an actual hole in the finished print (essentially it was too small and as a result did not register as part of the process).   The two shapes on the side by the ice cream are a little random and the student will evaluate how to wear them.   The print should be robust enough for a hole to be drilled through the design.