3D Printed 'Cat' Themed Magnet Fridge Holder

Above: Complete Cat 3D Printed Fridge Magnet

Challenge: To use two magnets in a way that uses them in conjunction with 3D Print.
Background: Student who had limited exposure to 3D Printing.  She was given the challenge of using a common item and tasked to 3D Print some aspect of it.   This task has been used repeatedly to create the students an opportunity to design something with a 3D Printing theme.   Previous examples of prints in this series featured on the blog include the Robotic Pencil Sharpener and 3D Printed Magnet Holder which are detailed on this blog.

In this example the student choose to concentrate on creating a note holder that could be placed as a reminder on a noticeboard or the fridge.   The design was available online from a simple search from Tinkercad main interface.  Following that the students only task was to check the dimensions of the print and width of the print.   The final task was the introduction of two holes that were cut into the design, these formed the eyes of the design. The student measured and attempted to replicate the diameter of the holes to ensure that the eyes were securely attached to the base of the design.  The student involved in this design is nine year old.
Level of Difficulty: Low - this was an introductory task for a student who wanted to learn and develop her skills with 3D Printing.  This was her first independent project despite contributing to other projects that students have worked on.
Size: 80mm wide, 90mm high and 5mm thick.  The purpose of the design was based around a print working with the eyes, which initially were two different colours, the student wanted to switch to using two yellow pins to convey the theme of eyes. This was about the right dimensions for this product - which was intended as an introduction to showcase 3D Printing without the print project taking to long to get to the finish.  The weight of the product is also dependant on the thickness of the design, there have been other prints using similar magnets that have been too heavy which have caused the magnets to slide down their intended surface.   This was shown by the previous magnet challenge.
Time Frame: One hour twenty on our typical default settings - using 8mm nozzle and 20% infill.
What we would do differently: While the student was particularly happy with the design and finished product there are obvious extensions that could be completed.   There could be the potential to print, in a relative short space of time, whiskers or additional basic features.  The fact that the design could be completed relatively easily would also lend itself to a series of similar kinds of designs that might then be completed in large numbers over a few days (ie monsters etc).

3D Printing from scratch - student created tutorial

3D Printing in a Classroom: Starting from the Beginning 2019

Background: In New Zealand the school year runs from February to December.   Different schools have different patterns of class students depending on numbers and details.  In the case of the classroom where the students are currently based roughly half have been in the classroom for 2018 and have had a 'good' level of exposure and practical experience with 3D Printing.   The other half of the class are novices and for these students basic design and ideas need to be started with slowly.  The projects completed here were produced on the basis of students using the technology for the first time and keeping design, print times and size small and simple to allow the students the opportunity to create and then reflect on the process and creation.

 Left:
A basic name plate for a student to make a label that could be used to indicate ownership of a bag, hold keys etc.   This is a very simple design and idea (which takes three simple steps in Tinkercad) and the print time was minimized to two hours.   The designs dimensions were based around a simple shape of a 80mm square, names 10mm off the plate and the only additional feature was the hole to attach the name badge or key ring.

Left:
Essentially the same design and process with the exception being the base design shape which was a heart instead of a cube.   A different colour with the PLA was reflected in the availability of material rather that the choice of the student who created this.   The student shortened her name to ensure that it fit easily on the design.

A simple, basic yet effect design that could suit students of a particular age or be useful for labelling.   A three step design process.

Left:
A further slight variation, featuring an actual student nickname to ensure that the design fitted well in the confines of the design and shape (which was 80mm across).   The width of this design was 5mm to ensure a minimum print time, which came in at just under an hour. 

Student was creating for the first time as a nine year old, who had seen others creating projects and this is intended as a stepping stone to more advanced projects in the future.

Left: Similar to the basic designs above but as the first shape the student choose a star for the background.   Given the length of the first and last name of the student, the student made the decision to use her initials for the design - she deliberately choose to include one 'dot' between her initials for the balance of it, rather that the correct format of her initials.   Again this is a basic three step process to design something for the first time and print it to encourage and get a student thinking about where to next.   This is a one and a half hour print completely student designed by a nine year old.

Shortly we will be creating a Google Slide detailing some of these basic prints and producing them with a tutorial relating to the New Zealand Digital Curriculum Levels and Exemplars.

3D Printed iPad Stands - Back to basics

Above: Both designs shown from above with lettering.

Challenge: For students who are new to 3D Printing to start with something effective, simple but creating a useful tool that would be able to be used in the classroom in a positive way.
Background: Two students working on dual projects for the same purpose, with the ideas bouncing off each other.  Neither student had worked on this project before, although there were other examples in the classroom that they were able to see as a practical example and be influenced by.   We made the decision early on to work in small steps for both these students, taking the time to produce a base for the design and then attempting to add details in a different PLA as the print was nearing completion.  We felt this would give the students the opportunity to see the design and develop their spatial ideas accordingly.   One of the students was new to the classroom and this was his first individual design of

Green design in use.

note, the second student was a student who required and worked with learning support.   In both cases the students were able to use Tinkercad to manipulate the basic design and add their own names to the lettering.  The back of the green design originally contained or had a truck design on it, as printing progressed it was obvious that there would be problems with its rafting removal, as this would most likely cause the design to lose features, which it did.  The purple design had an apple on the back, again this design was not attached to the back of the iPad stand, however we made the decision to continue with the print as we were going to attach it after the fact with superglue. 
Level of Difficulty: Low - this is a basic design from the main Tinkercad Interface.   The shape manipulation is minimal, just needed to be in relation to holding an iPad Mini.    There is considerable scope for the design to have variation.   Neither dimensions (see below) were consistent, but the basic design principals remained.

Above: Purple design shown close up.

Time frame: The green print was sixteen hours and the purple print was twelve.  This excludes the additional features of the print which are being selected to be added to the rear of the design.  Given the dimensions both could have been similar size and the 'green' one reduced, as they were serving the same purpose.  The standard 20% infill and 8mm nozzle settings as is the case for nearly every print on this site was applied.
Size: There are two distinct prints for this project.  The dimensions of the Green Print and the dimensions of the Purple Print.  The green print which is clearly the larger of the two had a front of 100mm.  It was 100mm long and 150mm high.  The block at the front was 10mm by 10mm by 10mm.    The block at the back that formed the basis for the name was 20mm across.   The lettering that formed the basis of the name was raised 5mm.   The purple 'Kade' print was 90mm across, was 70mm deep with a block of 10mm by 5mm.   The block at the back for the lettering was 120mm high.   The lettering was 7mm high.
What we would do differently/next steps for students: As a basic design these prints worked well and were a good introduction, particularly for the mainstream student.  We could look to included storage at the base of the design as we have profiled in other prints that are on this site.   Keeping the names simple and having them facing upwards, as shown was key in the success of the print.