Helping Others with 3D Printing Projects

 

We've been continuing to use Tinkercad as a tool to mentor other students, in this case our Y4 class has been working with students who are Y2/3 and designing with them, explaining how something can work and then looking at completing the other class rooms very first 3D Prints.

As we've posted many times before prints like the one shown left can be achieved quickly and involve a quick design process which can be quickly switched to a 3D Design virtually (via design tools like the Tinkercad Apps AR/VR feature) and into a physical 3D Print.   In this case the name badge is a thirty minute print that measurses 110mm long is 70mm high and 5mm wide.   To enhance the design - 

The circle and one of the stars have been removed completely and the name and the second star have been changed from a outward facing design into a hole which is then introduced into the base.  Obviously two have partially gone through while two have gone through fully allowing the tag to be attached to a bag or other object.

This design was created by a seven year old with a nine year old providing assistance - there was no teacher input into the process, just at the end where the teacher completed the print.

As a run we tend to shy away from completing pre-made designs as the emphasis is on our reworking and developing original student prints.   There are exceptions however such as when a new student wants to have something completed or we have a problem solving situation.

In the past for instance we have offered up examples of our printing to local businesses and produced a range of items for their use.    

In this instance one of the students in class wanted to produce a satellite receiver for a Star Link system.   We were able to locate a full complete set o of components from a free online site (Thingiverse) and have undertaken to print the four pieces that form the basis of the aerial mount.  Each component part has been designed already we are simply printing out the output and the parents we assume will put together.  This in turn should lead to a range of ideas for prints and designs.

If you 'search this blog' using the box in the top right hand corner then you can use the search word 'Thingiverse' to discover projects that go back using this site back the past several years.   The same can also be said if you use the search word 'badge' or keyring as it is one of the fundamental tasks that our students begin design with.

3D Printed Revision Updates

 

We published this initial print on April 16th and wanted to show an example of how a student can take an idea and rework and adapt something to ensure that it fits the brief better by reengineering.

This student is designing for the first year and has spent the past two months working on their Tinkercad skills.  The student has used their iPad the Tinkercad App and a 3D Printer to produce this digital object which has been produced as a physical object.

Once the student had examined the print, looked at it with the teacher and worked out a way to feature or address what had been made they were able to make a range of significant changes.

First and foremost as shown the size of the print was greatly reduced.   The initial print was imagined as a badge or label for a bag, but in its original form it was considered to be too large.

The original design was 135mm by 135mm as can be seen left the revised version was 85mm by 80mm.  The design remained with the same width.   While there was some additional design put onto the creation there was a significant reduction in the print time.    The print time for the original was three and a half hours.   With the reduced size the print time was one hour.   The price point for the original design was $2.30 and the revised version was $0.67.

Once these changes had been made we also printed out a second copy using the same orange that the original print was completed in.   It potentially could do with additional design reflection (as it is quite 'busy' when it is shown and developed) however the student concerned was extremely pleased with how it looks and how it has developed.

 

The next step for the student from here is of course to look for opportunities to create, design and make a range of different digital images and physical objects using the skills that they have developed and are developing.

There are a multitude of similar designs like this which you can access by using the search bar in the top right hand corner of this blog.

The student concerned with this project is seven years old and other than the verbal feedback on the first design worked independently to complete the design.

3D Printing - Projects that need revision

 

Challenge: To revise a print to ensure that it is successful.

Background: We've mentioned a number of times that this years students are two groups those who have experienced using their iPads and Tinkercad in the past year and a second group of students who are working for Tinkercad for the first time.

In this instance this design and print came from a student that 'slipped through the net' that is that it was printed on the assumption that it had been checked, that it looks at first glance to be a successful print however it is going to be used as a teaching point as it needs some adjustment.

The print shown here has some raised areas that are designed to be broken away - their is rafting that is located in two parts of this design.   The name 'Hazel' is raised 2-3mm from the base of the design and is not attached to the base of the design.   What this means, and can be seen from the following photo is that the letter will detach as it is not permanently attached.

The second area needing adjustment is the base of the design, as the heart that is on the top side of the print is not flat underneath the design.   Both these locations of the print contain rafting - which is designed to be broken away.

In essence the student needs to refine the design by firstly ensure that the name part of the badge is directly attached to the base of the design and not 'floating'.   Secondly the underside of the design needs to be flattened to ensure it is printed as a single piece.

In this example we removed the rafting under the lettering by taking each of the letters off and then using superglue (the teacher completed this, not the students) to reattach them to the print.   The bottom of the print is more problematic as removal of the rafting still means that both the heart and the oval are on the underside - and therefore it is not balanced.

Level of Difficulty: Low - we have talked and provided many examples of this kind of design in the past on how it is an introductory task for students to complete independently as a way to print a design to share that is practical and will have an obvious purpose.  There are many examples on this blog which you can search for by using the 'Search this blog' icon from the top right hand corner.

Size: The print as it stands is 135mm by 135mm and has a width of 5mm.   This makes the design quite large and would be typical of something such as a large keyring rather than a smaller badge.  One of the revisions of this design is potentially the size as it stands it could be described as 'over-sized' at present.   

Cost/Price: Using the software associated with Bambu Labs studio the print uses at present 88g of PLA for the print and this had a price point of $2.20.

Timeframe: The print as it stands including the rafting that is not required is six and a half hours.

What we would do differently/Next steps for the students:   The print shown left and indeed the entire process and purpose of this print will be to hand it to the student show them how it needs to be refined and adjustments made.   The version shown left can be seen to include residue from the superglue from the re-gluing of the letters and also the oval that is above the name could be changed to include an alternative shape of an image.  

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

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

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

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

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

KiwiFil

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

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

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

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

3D Printed Badge - 2026 Edition

 

Two weeks after the start of the school year and a basic introduction to Tinkercad the students in the classroom are at the point where they have started to develop and hone their skills - this sought of design is being produced by students, which we are then printing as an introductory task.   

This design measures 100mm by 60mn and is 5mm wide.   The print is using 19g of PLA and has a cost price associated with it of $0.50c.    The print took 35 minutes to complete.

The print was completed by a Y4 student who is working independently and using Tinkercad for the first time, as of two weeks ago.

3D Printing Week Two in the Classroom

 

What happened in the classroom during the second week (in four classroom days, afternoons only) in regards to Digital Design?

Students continued to develop and explore possibilities with Tinkercad.   The focus was on using the program in two groups.

Cohort Two were working on the start of their AR/VR designs for the year.   They have been working on projects such as the farm house repair - in the example shown left the student has applied their skills to start to look at potential to create a 'flip' for the roof.   Other students are working on the doors and attempting to work out a way to have them swinging on a basic hinge.    You can follow this project by using the label tag 'AR/VR Exemplar' or clicking on the link here.

We have completed the badge projects detailed last week.    Selected students have returned to them independently and created more advanced layers.  In the example shown left the student wanted to opt to add in a basic shape with a different hole section and finally added a butterfly - the wings required some rafting but the teacher was able to remove this successfully.   You can read details of this project by clicking on the link here.   You can look at a multitude of badge designs by using the 'label'.

Last year we wrote at length about a project from the students to solve an issue around our school.   One of the issues where we identified that the 3D Printers could prove a practical solution was to the areas of our school verandah where we had birds nesting and bird infestations.

Due to the shape of the building and the connections there are protected gaps where birds have been repeatedly nesting, which is directly above an area where our students eat their lunch and sit during break times.   This area can be affected by bird waste as they are nesting.

We were able to use our iPads, the measure app and the Tinkercad app to create customised 'bird block' to prevent access to this area.  We have been identifying where these have gone, applied contact cement to glue them in place and are observing what now happens as a result.   We know that the 3D Printer is robust enough to allow the prints to be drilled through should the prints require a further way to secure them but at this stage this appears to be extremely successful.   You can view the original problem, potential solution and students progress by clicking on this link here.

3D Printing First Novice Print of 2026

 

Challenge: For an eight year old to produce their first independent project.

Background: As noted elsewhere on this blog, this is the first challenge for the students in the classroom.  All work described is being completed independently using just an iPad with no previous experience in the use of Tinkercad.

Level of Difficulty: Low - this is an introductory task for students completed in thirty minutes from start to finish by an eight year old who hasn't used Tinkercad before.

Size: The print measured 90mm across was 90mm high and 5mm wide.   It is made this size as it is intended for the student to use it as a bag tag.   If it was a key ring it would not be suitable.

Cost: This was completed on the Bambu H2D.  Using the Bambulab software we can determine that the print used 18g of filament to be produced and it had a projected cost of $0.44c.   Regular white PLA was used to complete this print.

Timeframe: The completed time for the print was 32 minutes.  It was part of a class set where we were realistically using the main school printer to print a set of fifteen projects over the course of two days.  It was intended to get a project completed by a student, get them excited and get them thinking about future possibilities.

What we would do differently/Next Steps for the students: Nil - completed as hoped.  We used students who had experience from last year to use Tinkercad and also a Flipped video from this site.

Market Day 2025 - General Stock Items 3

Challenge: To produce additional material as stock items for the 2025 School Market Day.
 

Background: We have our major school event tomorrow our School Market Day.   As we have spent considerable time explaining a number of projects the students have been developing since March this year.

We also selected certain items for sale for Market Day which we know are reliable will have an audience and we can produce relatively cheaply, although as we have noted the idea is for students to personalise items, innovation for the use of technology and creativity for the use of technology.

The badge shown above are a standard item that is easily produced by the students.   We have explained this process considerably in the past.   These prints measure 70mm long are 40mm high and currently 10mm thick.   On the Snapmaker 3D Printer these prints took one hour.

Cost: The print uses 13g of filament to produce.   For a standard roll we could produce 76 of these badges (at $30.00 per roll).  For this amount of filament and at this price the print takes 40c (rounded up) to produce and we are looking at this for setting the price.

3D Printed Glow-in-the-Dark Project Ideas

 

As mentioned on a previous post we have been looking at ways to incorporate and include glow-in-the-dark filament with some of our students other designs and creations.   For example this is the bead group that has started experimenting with including some aspects of the designs, the first, second, fourth and fifth letters are glow-in-the-dark.

We have several groups who are looking at some variation of a night light theme. One of the aspects that matches with the glow-in-the-dark filament is to have it glow by absorbing light.

The Minecraft themed or similar swords shown here have been personalised with a name on the blade and are going to be grouped in combination with some of the other objects that the students have located.   The students have been experimenting with the size and dimensions of each item, some taking thirty seconds or so to complete.

Using or creating 'Lego-ish' figures (or figures that feature similarities from a range of plastic figures).   Students wanted to design figures that had the physical characteristics associated with the figures - the block legs/feet, the square body, the hands and the head.

This student design also included an object in the hands of the figure and they had some challenge with the head, which is why they decided to work on creating a hat.    

The concept of lego and mini-figure like figures has been something we have looked at over the years and practical experience was gained this year by the process of creating the figures for the Dolls House.

One of the groups for our 2025 Market Day has been the creation of key rings specific to a range of customers.    One of the point of differences for our students, which has been as simple as altering the PLA that we are printing with (and not the design) to produce something with a point of difference.

This is also allowing all of our students to think again about how they can use the technology and how they might use glow-in-the-dark filament for projects and prints.   Already we have had students look at the previous projects including the Christmas Ornaments from the past.

3D Printed Projects: Market Day 2025

 

We are looking at ways for students to think about how they can adapt designs for our 2025 School Market Day with the two key components that we are looking for - innovation and personalisation.

In an example shown left the NBA logo and badge was printed out (by a student) with a design that was available as an .stl file on a free website.    

This led to the question being posed how it could be personalised or localised and the result was the student developed a version for his local rugby club based on the design.    Each of the prints took approximately two hours to print and the larger print was 140mm square, the Coastal Rugby was 100 square.   We are encouraging the student concerned to consider how they could add detail (such as develop the rugby ball part of the design, thing about the font and how it looks) and improve its presentation.  We have created versions of this print on many occasions such as this oversized keyring from 2019 or these versions which featured on this blog in 2018.     We also know from experience that these prints have an extremely long life as a working print (as opposed to an MDF type keyring) as evidenced by our update from this year when we identified after seven years of daily use the 3D Print was still maintaining its shape and form.

Another of our groups is looking at necklaces and jewellery as a product.  Again we want to pose the question to the students - where is the innovation how can the print be personalised?

In this instance the student wanted to make a series of message beads that is items that could be linked together that spelt out a unique name.   The student took a regular shape from Tinkercad introduced a letter and additional shapes on it (which used the Tinkercad draw feature) and then hollowed each one out so it could be used and strung together.   The student is now experimenting with the different ways to decorate the top of the beads and also look at what the size that best fits the purpose of.   The example shown show shapes that are 20mm by 20mm.   There is also a range of options that are created for this by different use of filament.

We have spoken how flexi-animals or variations of them have proven to be some of the most enduring ideas and prints that have been created by our students.

We have had previously students create significant media and material related to the process who have moved onto higher schooling - however we asked these students to create unique tutorials to document the process using the 'flipped learning' pedagogy and it was this material that has been used by our students in 2025 to create a range of original designs. 

We have a range of students completing designs in this area - one such example shown above has been a student who is looking to create some form of pendants or jewellery with a star as the basis, and is currently working on her linking.

Starting 2025 With a New Classroom

 

The school year in New Zealand has started for 2025 (for the benefit of those of you who are visiting this page from overseas we run from February to December each year).

We have a classroom of Y3/4 students the Y4 students had the experience of using Tinkercad and the 3D Printers last year, the younger students who are seven years old are typically designing for the first time.

As it has been the last few years we are using Tinkercad to design and maintain our students creativity.   This blog has been running for over ten years of 3D Printing for classroom designs - we cannot say enough of the practicality of using Tinkercad for our students CAD designs.   Apart from the face its a free program, it is a web based design site continues to evolve and develop.   The classroom management is exceptional,  and the students are able to design easily - this years new students have been mentored by the older students who have quickly picked up how to design and create.

We are a 1:1 iPad School - we have pushed the Tinkercad app out to all our school iPads as the app allows for the students to VR/AR their designs anywhere.

Each year we start with basic designs such as those shown left.  We will not be repeating all of our designs again this year as posts - you can look at the 'search' bar on the right hand side and look at 'badges' which we have created for the past ten years or click at some of our exemplars such as the one located here.

Our students are independently creating these designs which we will be printing a range of, typically we would expect them to come in at under two hours on our Snapmaker Printers.   Although for the first time in several years we are going to experiment by purchasing additional printers.

The new tool from the main Tinkercad interface has already proven to be very popular with the students, allowing precision cutting to take place from larger objects and also to add additional shapes to a creation.   We have also started exploring the changes to the main picture interface.

This site is being maintained by an active classroom teacher - that is someone who regularly teachers students and encourages creativity.  If you want to get in the contact with the teacher you can email me at:

myles.webb@gmail.com

I also am on several of the social media sites and platforms chiefly as @NZWaikato.   I am more than happy to explain the process or creation of particular projects further including some of the other projects that I have been involved in.

We also have a major school event this year - we are again holding a School Market Day when the local community comes into the school to looks at the products that the students create.   We have a specific tab from the main menu from last years event including detailed videos of the event.  You can click on that here.

Refining and Reworking: Student Label

Challenge: To develop further 3D Printing skills and ideas from junior school.

Background: Following a basic design process with the juniors students in the classroom we have been challenging them by asking 'what can you do next?' 'how can you add details or depth to this print?' 

There have been a number of students in the classroom working on these projects and they have been featured on this blog.  In this instance the student wanted something to use and could mount on a wall at home.   

Level of Difficulty: Low.  There are three key elements on the design and then a further introduction of a hole to ensure that it could be potentially mounted, all these were completed independently by the student, the teachers role was simply to print the design when it was finished.

Timeframe: Two and a half hours.   The student wanted the dimensions from the size so it stood out.

Size: The dimensions of the print was 140mm wide and 140mm high.   The base of the print was 5mm thick the name was raised a further 5mm as was the star.

What we would do differently/next steps for the students: Nil - this was exactly what the student wanted, what the student had in mind and was completed and she was thrilled with the result.    

3D Printing Stencil: Developing Ideas Further

Challenge: For student to take one of the basic fundamental ideas or printing project and develop it further into something individually directed.

Background: When students start with a basic task one of the introductory tasks that we use and engage the students with is some form of name badge or plate.  These generally start off very basic and then can be developed further with additional features and designs to advance the students skills, although this can typically be done in a very short timeframe.

One student who has recently completed this task was then asked to look to develop it further.  His idea evolved into the creation of a stencil.   In this example the student deliberately used the name to hollow out the inside of the print, and then applied the design to a piece of wood.   Spray paint was applied (the print was held in place by masking tape) and then the print itself was removed leaving the affect of the design in place.   The student then is intending to look at combining this idea in different ways and formats to continue to refine the design.  The student has been asked to consider the font, the layout, how this has translated to the stencil and what might work differently.

Level of Difficulty: Low.  The 3D Part of the design is very straight forward and has been completed by nearly every student in the classroom independently (with the classroom being the home to seven and eight year olds).  This project requires a specific level of refinement to make it successful (see below).

Size: The print measures 85mm high and is 175mm across.   The print was 5mm thick.   For the purpose of this project these dimensions were correct, although they could be targeted for a specific size depending on the purpose of the pencil.

Timeframe: Two and a half hours on the standard default settings for this print.  The student was using the purpose of the print to convert the badge, hence its current dimensions and the final product.

What we would do differently/Next steps for the students: This projects emerged out of another area, so the stencil, in its first versions needs some refinements.  The student is intended to use a permanent marker pen to enhance the print and the way it stands.  Because of the position of the masking tape, the bottom line has not responded well to being removed.

The students intend to reflect on the wood that has been used and experiment with the colour, the student wants to change the font to see how it responds to the spray painting.   The student wants to consider a picture that might be possible to link to the design (which has in turn lead to a discussion about stencil art and the work of a particular street artist).   This is one of the projects that shows a considerable level of interest and potential and we will be updating it with further prints of ideas.

We have alerted the art teacher at school to the potential of this, who will also be looking at the potential to complete art projects using this technique and resourcing.

Projects Currently Underway Term Two 2024

 

We have been continuing to explore and use some of the additional features of Tinkercad with our students iPads.   We have previously shown examples of how our students have used the AR/VR function with the project development, or applying filters to designs to alter their appearance.

Another favourite creation tool at present is using the "blocks" function related to the design.  This applies a variety of technology to create a brick like version of the print.  This is accessible by a simple click and allows the students another version of their designs. 

Left: Independent Projects working of the students.  The junior class of students who have originally started working on their first significant prints.   While the students have worked completing badges and labels the next step in projects is for the students to look at producing some stationary holders.

The class with the students working are Y3 and Y4 - so the students are seven and eight years old.  We require their designs to have some individuality and also have a functionality.  In most cases this is provided by projects such as the one shown on the left.

The main design consists of three main shapes from the basic Tinkercad interface (main page design).   The shapes are then grouped together and the students name has been placed on the base.   The student then opted to have a senior school student assist with the spray painting of the design.  This design measured 130mm across was 80mm deep and 80mm high.   It took eighteen hours to print on the default settings.

Another aspect that we are looking at is to get designs that have already been completed and look at ways to alter the design or the type to change the purpose.  In the example shown left the Snowman with Guitar which was featured on this blog previously was printed as it was somewhat whimsical.  The challenge to the student who designed it was, is there a way that the design can be altered to have another purpose or another use.   The student concerned inspired by some of the other storage options from recent prints made the decision to include storage in the Snowman's head. The initial design didn't have this feature, however the student has already discovered that the addition of the storage comes at the cost of stability.  Attempting to add a pencil into this form of storage means the weight of the unit cannot be sustained.  The student is now looking to scale the entire design to make the print more purposeful, but has yet to attempt the dimensions, as a Y3 student they are a little concerned, however they are going to attempt to use VR/AR and a pencil to do so.

The Battle of Hoth/Star Wars designs is continuing to progress.   The student concerned has found that there is extensive predesigned material and props available specific to the scene that they are developing.

Already identified and located have been the gun emplacements and the target of the climatic scene, the Shield Generator has now been located and printed.  This can be seen in a mock up of the scene on the left, with a Lego Mini Figure clearly shown for scale to the left.   The actual diorama at present is awaiting sizing to ensure that everything is correct to the right ratio/scale.

This will be an ongoing project that will require a number of elements and aspects as it moves forward.

Misc. 3D Prints: Basic Designs - Further Development in 2021

Left: A recent variation of the 'name badge/name plate design'.   In this case the student decided to use a shout out/speech bubble as the background for the name of the person that it was designed for.    The design was a first for this student who was creating something independently (using video tutorials).   The basic design is low level introduction to 3D Printing. The design measured 170mm across and was 75mm high.   The width of the design was 10mm for the base and the lettering was 10mm further extending outside of the print.   The student is being challenged to produce/add to the print by using spray paint or other design aspects to complete the process.   One aspect of the design that could be further investigated in terms of use is to use the speech marks aspects of helping students with speaking prompts.   The time of the print is related to the use of the printer was four hours.   This was relative to the size - however the base of the speech bubble has a point to it as shown in the photograph, it will be interesting to monitor the length of time that it remains on the print.

Left: Another 'stationary holder' unit designed by a student who is developing their 3D Printing skills.   The student was wanting to developing a significant print and spend time decorating it and developing it further with the use of LED lights and spray painting.  The student designd a print that took thirteen hours to print, and there is an error in the design of the print - the tower at the front left has not been linked to the entire print, this means that this part of the holder will detach from the main print.   When the students has an opportunity they will break the tower off and then create an innovative way to connect it to the main print.    Otherwise the student has been wanting to print this for several weeks prior to be being completed.   While the design of the print is straightforward it has provided a link to more complicated and challenging prints.   This will be updated when the student has completed the decoration and presentation of the unit fully.

Left: Another variation of the basic design - this in particular is for a younger family member which was specifically designed with this in mind - however the biggest question will be over the lettering which would be more resilant if the lettering had been reduceded in height.

This project will require to an addition of painting and other decoration before it is completed.   It currently has dimension of 140mm across 120mm high and had a thickness (width) of 20mm.

 Further additions to this print will be made and documented.

3D Printed Badges/Key Rings - 2020 Edition

The next batch of these designs have followed a similar format and process as detailed on this blog.  As such other than a brief update about the size and details of them they have followed the previously described pattern and so will remain relatively static in description.

'Mum the best cook ever' - is 5mm thick was 90mm across and 120mm high.   This had a print time of three and a half hours with the default settings.   This was designed by a student at their first attempt using Tinkercad and using the tutorial that is featured in this blog as a beginners guide, otherwise the student had no formal training or assitance.

The process was perfect wtih the exception of the 'v' as part of ever in the bottom right hand corner which came as a result of the lettering being too small.   Student used pre-created available lettering and imaging to produce result.

Left: 'C & L' Star.  Sometimes the best learning can be accidental, in this case this is a print that didn't work and the student was to redesign it.   If you view the star you can see that the circle at teh top of the star is too large relative to the size of the design.   This had the consequence of preventing the design from being successful, although the student was able to adjust it with some quick and basic design fixing.   It was a one hour print time reflected in the dimensions of the design which was 5mm wide/thick and 70mm high.  Student was looking to increase the size to the 120mm range. 

Left: 'Hunter Dad' came in at 90mm high, 90mm across and was 5mm thick.   The student based the design on freely available images that involved a simple Tinkercad search.  The lettering was available from the main template, the only additional features were the hole to allow its use as a badge/key ring and the addition of the surname of the family on the side of the design (not visible in photograph).   The design took fifteen minutes for someone using Tinkercad for the first time, and was produced with zero waste PLA/plastic.  Three hours to print at the regular default settings

3D Printed Projects: Individualised Basic Projects

Challenge: For students to create (independently) a variety of designs that were original and created and personalized for the purpose of a gift.
Background:  Having completed the 'sound lure' project for the year the 3D Printers here at School were available for a variety of projects.   The students were asked to create a concept or idea, which was original, which allowed them to personalize something and then created it independently.  Some of these projects were inspired by work from the past, which has been already featured on this blog.  Full details of those projects are available in the links next to the photographs.

   Left: An introductory name plate for a student completely new to 3D Printing.  The instructions for the student was prepared by another student who tutored the student, and also in the form of a flipped video that students produced earlier in the year.

This is a basic design/concept/idea that has featured many times on this blog which is detailed here.

This took four and a half hours and was 90mm by 60mm and was 5mm thick with the lettering another 5mm (and star) out from the design,

Another project was similar but 'Christmas Themed' with an insert Reindeer, and hearts that wen through the shape, the name of the student in this instance was sunk into the design of the plate (in contrast to the design above when it was raised up from the base).    The student was also working for the first time on a 3D Printing project and like the student involved in the above project is ten years old.  They were able to be paired up with a student who had worked Tinkercad before and the design was original and personalized.   It was 100mm by 100mm and 5mm thick, with a five hour print time.  Again the tutorial video was used as a back up resource to assist with teaching, and there are considerable Christmas themed examples of this on this blog running from simple designs with a name to individually created 3D Projects based around Christmas ideas (such as the Sleigh featured here).   These projects range in difficulty level from basic, which would take five minutes to much more advanced and complicated designs that would potentially require reworking and remodelling.

A slight variation of the above themes saw the creation of this badge for a child's room, which was created by a student following the format above.   The PLA used by the printer is extremely durable and wearing, meaning that the designs themselves seldom fade or can be broken.  We have been testing this theory with a number of prints to show the evacuation assembly area at school, which when put outside in an exposed area have maintained their shape and form for approaching two years.   This print was 5mm thick, with the lettering and stars an additional 5mm, 60mm high and 140mm across the print time was four and a half hours.

In the final design that we wanted to highlight, a student wanted to create a gift to mark a family members, first Christmas.   Again the basic design format was followed as with other designs in this group.   The design featured no 'rafting' o additional PLA required to complete the project, the student was able to created, design and complete the project themselves while meeting the criteria that was created at the start of the project.   The print measured 140mm across, was 10mm thick (including the lettering in the middle) and featured a whole in the top of the design to attach it to a Christmas Tree.   This took four hours to print on our default settings.

3D Printed Student Name Badge - with Cow

Badge design featuring the 'Cow" design.

Challenge: To produce a personalized label for a student as a gift.
Background: Having finally finished as a class a significant number of prints that were themed for the school Market Day the shift was now for the students to move back to more individual projects.   One of the significant introductory projects that our students have been involved with is a the printing of a name tag or label.   These typically are a straight forward design being based around one or two simple main shapes that form the base of the design and with a few other features typical of the design in addition to this.  We encourage a level of penalization, which for most students is to include lettering of their name on the base, a hole or way for something to hold it to be inserted (such as a clip or tie) and depending on the individual we have also had students include an image or design with it.   These processes are nearly always created using Tinkercad and are accessible from the main design interface.   In our experience students who are from eight years old and sometimes younger are able to create these projects independently without supervision - we have also created instructional videos in a step by step process to describe this process.   This particular student was working independently as a nine year old and designing something for the first time.  She had the idea for the 'cow' part of the design

Above: Focus on the '

however after searching on Tinkercad she was not satisfied with the designs that she had located. 
As an alternative she searched on Thingiverse and located the cow part of the design.    She was then able to access it from Thingiverse and import it directly into Tinkercad where she was able to incorporate it into the design.   This print was also the first print from a new role of filament.  In our experience these first prints in a run tend to have some small imperfections which seem to result in the printer starting for the first time - as seen around hole in the design and the head of the cow.
Level of Difficulty: Low - this is an introductory task for students taking their first steps in 3D Printing, we have considerable exemplars and examples available from students who have worked on various projects over the past five years that are on this blog including exemplars.
Size: The design was 130mm long was 60mm high and was 10mm thick.   The lettering was raised 5mm from the base of the design and the head of the cow was slightly higher.    These could have been modified slightly but the dimensions relative to the design were as required.
Timeframe: Three and a half hours.   This print was produced to standard dimensions that are essentially the default settings for projects produced and posted on this blog - an 8mm nozzle setting with a 20% infill of the print.   The printers that are featured here are now five years old and there are more efficient and newer models that would produce quicker times and prints.
What we would do differently/next steps for students: Nil - the purpose if for the student to independently create something, which they did, for it to be original and personalized, which it was and for it to have a practical purpose which it does.   Mission accomplished.
A full video tutorial of this project (student created) is located here.