3D Printed SVG Stencil

 

Challenge: To use an SVG file to produce an effective and working stencil.

Background: We detailed the creation of this process earlier when we explained how the students rather than creating an original file from scratch (which can at times be time consuming and also frustrating to get the details extremely accurate.   

One of the options to reduce either the timeframe or the process is to use freely available SVG files as we have detailed, including this previous example of a school bus.   This instance saw the student taking a seperate 'profile' image and use that image to create a series of visual images.

This process involved taking the image using the Tinkercad App and then projecting it to an outside location.   When this had been completed the student used their iPad to take a screenshot of the image and record it.

They then took the image that they had created and used the Pic Collage app to apply a filter to the picture.

The final stage of the process was then take the original design and 3D Print it.

Resources Used: Tinkercad App, iPad, Pic Collage App, 3D Printer and 3D Printer PLA.

Level of Difficulty: Low - the process most challenging part for the student was to select an SVG file that would be suitable for a 3D Print.   Some of the files suggested made great AR/VR images but were then discounted as 3D prints due to their design or shape.

Size: The physical 3D Print measures 160mm across and was 70mm high.  The print was 1mm thick.

Cost/Price: As it was a stencil the print used only 8g of filament to complete the process and this had a corresponding price point of $0.20.

Timeframe: This project took twenty minutes in total to complete - five minutes to warm up the printer and fifteen minutes to complete the actual print.

What we would do differently/Next Steps for the students: The space between the smaller windows at the back of the bus is quite small so while it should work as a stencil if it was spray painted actually colouring it in would be a challenge.  The student who completed this project is an eight year old student who is working as part of the cohort one this year - ie they have had one and half terms of 3D Printing experience.

Combining 3D Printing and Tinkercad with ChatGPT

 

The image shown left was created by using ChatGPT to create an image with a series of prompts based around the Tinkercad creation of a piece of work.

The purpose of doing this was initially to help the students with a series of writing prompts, however the piece itself contained a number of errors that were spotted by the students.

If you look at the placement of the hole inside the keyring you can see that it changes places from the middle of the design to the top left hand corner by the end.

It also added several steps that our students didn't need to complete the process.   The time for the creation of the poster took under two minutes.

AR/VR Design Creating 'Lego/Not-Lego' Part Two

This is the second part of our 'Lego-Not Lego' challenge involving our 'bargain' purchase of a set of supermarket bricks.

The first challenge of the set involved creating the 'lego' not lego figure that was then projected into the scene - and around our school.

The follow up challenge was to place a static object into the scene so it looked liked it belonged.   This was a similar activity to our '#tinkercadhunt'.    An early version of this showed this student creating this table and placing it in the scene.

This example in this series shows a range of photos that have followed a similar process.   The design that has been added to the scene is the same one that featured in this post of the blog, in the third photo in that series that featured a frying pan.

This image projected onto the kitchen bench in the top photo.  Wanting to develop the photograph further the student took the photographic image created with AR/VR and then applied a #PicCollage filter.   This then modified the image creating texture on the finish and adding waves and the ocean into the background.

The same image was then put through an additional filter, as shown left.   This image created a second image which differed from the first in terms of the background and the definition of the image.

The entire process took less then twenty minutes to complete from the applying AR/VR design to the background to then road testing a range of images that were suitable for the filter process.  It was not perfect as several filters were applied that replaced a significant portion of the image (thus rendering the new image as unusable).

There is a range of images associated with this task - this is a small sample of the total amount of images from the (class) project.  We will be putting the remainder of the image on Facebook on the this sites companion page.

3D Printed SVG Example

Challenge: To use an SVG file to create a 3D Print that has a purpose.

Background: As noted a previous challenge given to students we were looking at ways in which we could create a SVG and then convert this into a 3D Print.  We were also looking at having a purpose for a print - by either selecting an SVG file that didn't need adjusting or to resize, adjust or the print.

In the instance of the example shown left the student viewed a number of designs and selected this 'school bus' from the list.   The design had clear holes built into the design and this was potentially be used to 'loop' or hook into the design creating the potential for a keyring or similar type purpose.

Resources Used: iPad, Tinkercad App, regular PLA, Bambu H2D, SVG File (from FreeSVG Files)

Level of Difficulty: Low.  In this instance the file didn't need any adjustments and when it was located and was inserted into Tinkercad, met the size requirements and was a simple matter to import the design.

Size: The print measures 120mm across, was 130mm high and was 10mm deep giving it strength.

Cost/Price: Using the Bambu Lab Studio software associated with the problem once the .stl needed slicing we can determine that the print used 27g of filament and this had a price point of $0.67.

Timeframe: To complete this print the duration of time involved was forty seven minutes.

What we would do differently/Next step for the students: This design could have potentially had additions made to it prior to being printed.   We could have sprayed it afterwards or looked at different colour combinations.

As a basic task that was completed easily to demonstrate a point this task was ideal.

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.