Bird Blockers: Engineering 2026 Solutions

 

Challenge: To using iPads, Tinkercad App and 3D Printer to engineer a solution to a 'bird blocking' problem.

Background: As can be seen in the photograph shown left the birds nesting in seating areas of our school is again producing an issue, as the nesting birds are 'fouling' one of the seating areas where our students eat their lunches.   Our main school block is significantly older than a lot of schools and as a result on the decking outside our school there are various locations where the house sparrows in the area have forced their way into the spaces creating by the building and the decking.

Last year we completed an extensive project on this, which is detailed in-depth on this post from November 2025.

Since that point the sparrows have not nested again in the areas that we secured last year, however they have now created additional nesting spaces.   While we don't particularly look to repeat the same process as last year in this instance the process, the results and the outcomes were the same, however it was a different cohort of students involved.

For this instance the students iPads and the measure app was vitally important.  The location where the 3D Print would ultimate need to be fixed into place was several metres above the ground.   It would not have been safe or possible for the students to measure accurately the space and distance involved in this task.  Using the app allowed the students to accurately measure the distances that they were dealing with.

By using the Tinkercad App the students were able to project their potential designs into the location where the nest entrance was - again the practicality was that this wouldn't have been possible without the app allowing the students to 'project' their ideas to ensure that the entrance would be covered.

As a brief update from last year the November set of printings have lasted the distance without any signs of damage or wear.   The school has been repainted since they were put in place meaning that the prints that were put in place are now indistinguishable from the actual decking itself.

The wedges shown left are a result of last years projects, and we have maintained a group of them depending on what needs to addressed at different locations throughout the school (although it has not been an issue we have potentially thought this could solve any rodent issues if they arose or access points that needed to be sealed for other reasons).

Level of Difficulty: Low - this was completed by a pair of Y4 students who are eight year olds easily within a few minutes, the geometric shapes involved are very simple and the design aspect of it was taken care of by the measure app.  The students simply met with the Principal of the school to address the problem, then spent a short time organising the solution which was then printed.

Size:  The prints to solve this issue were 140mm across were between 40mm and 60mm wide and 20mm thick.  There was a slight 'L' shaped developed so the print could be fixed hard against a join where the nest is located.

Cost/Price: To complete this print the it took 40g of regular PLA filament.  This has a price guide as suggested by Bambu Lab Studios of $0.99 to produce.

Timeframe: Forty minutes to complete the print on the regular settings.  The house sparrow while being an invasive nesting bird is relatively small, hence its ability to get into small gaps and in this instance this suits with the printing because a relatively small hole needs to be covered.   

What we would do differently/Next Steps for the students: Nil - this task is successfully.   We hav shown over time that PLA printing has proven to be effective and works long term.   We have ample evidence that long term exposure to the elements does not weaken the PLA such as this post from last year which is an eight year update on a set of numbers used by our school for evacuation.

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: Student Engineering Solutions P2

Challenge: To engineer a solution to the problem of invasive nesting birds above a classroom.

Background: In the previous print on this blog we detailed the identification of a problem and how the students had been brainstorming ideas and solutions based around using Tinkercad to create parts to obstruct or cover the entrance to prevent birds from using it as a nesting site (and then fouling the area including the deck directly below it as shown in the picture).   

The first range of designs that the students focussed on was the set of three prints, the arrow wedge and the two rectangular prisms.   The prints measured Currently these early examples are 45mm by 20mm by 20mm and the wedge is 40mm long and 40mm high.   As with the other designs the width is 20mm.   As shown bottom left.

When applied to the location the students considered the angles, the coverage and how  the different designs would work in conjunction with the target location.    It was obvious from this that a second larger print would be required

The second print to target this area was 90mm long, 90mm wide and 20mm high.   This was then applied

to the location, after printing for 36 minutes on the Bambu H2D.    The print was then applied to the location and the right angle that was created fitted snugly, however the second part of the wedge created a small square in the corner.   The students discussed this and decided that they would complete the print again focussing on reducing the space again.

Two of the larger arrow wedges were printed, as shown left.  This item is being used by the students to determine the angles that are required from the different locations along the deck.   The students also realised very quickly that the two shapes when pushed together lock together forming a block, this then led the students to a discussion about a 'shape game' where you take the pieces and put them together and make different shapes.   

This appears to have been a Tamgram Puzzle - something that we have looking into before but may now attempt to print.

The final part of the task was to complete the adjusted arrowhead shape from the left.   This had the extended section which was then put in place over the potential bird entrance.

The final version of the print was then put into place and checked for its suitability.   While it did not fit perfectly it was extremely

 close and when being secured in place (by a bonding agent) we feel confident that the issue will be addressed.   The final stage is that painting of the roof area and the new adjustments (the 3D Printed insert detailed in this print) will then be printed.   

As we have noted we are confident based on the prints that we have featured on this site that the print will remain in place and complete the expected goal.

Level of Difficulty: Low - this has been a very basic task that is focussed on using a simple shape to solve a basic practical problem.  

Size: The basic wedge that we are describing as an arrow head is 40mm by 40mm and is 20mm thick.  The larger second version is 80mm by 80mm this is the wedge that we are going to use to identify the right angles to complete the rest of the prints required.  We will adjust from here.

Cost: This is a small scale print that would come in at under $0.50c NZD.  This will be adjusted depending on the angle and the size of the hole that the students need to cover.

Timeframe: For the smaller main print 35 minutes for the larger guide print the time was sixty minutes.  This was completed on the Bambu H2D - this is half of the time that would be expected from the Snapmaker printer.

What we would do differently/Next step for the students: This has been a short term basic print task that has a practical application that the students could use the technology to solve an ongoing issue,.   The challenge will be working on applying this design and idea to a variety of locations that are all unique as a result the way that the deck has been built.   However at the end of the project we believe that the students will have used Tinkercad, their iPads and the Bambu H2D prints to solve a real engineering problem.

3D Printing: Student Engineering Soultions

 

We are always looking for practical engineering tasks which we can pose a problem to our students with and then look at how they might apply the technology available to the students at Auroa Primary School to solve it.

One of these tasks recently involved a process attempting to limit or prevent bird nesting.   In New Zealand it is currently nearing the end of spring.  One of the issues that we have at the moment is that there are a number of birds, that are common house sparrows attempting to nest in areas around the school.  As our buildings have awnings and shelter as part of them the birds like to nest in these small confined spaces by gaining access to them and building their nests.   Not only does this pose a potential fire risk the birds droppings can be problematic not only for how they look but how that relates to a student use area of the school.

The area shown left has the student lunch eating area immediately beneath it.   As a solution to this initially bird spikes and bird netting was used to deter the birds.  Neither of these were successful as the birds nested in the bird spikes and also forced their way into the netting.   Other options such as foam etc can be worked away by the birds overtime, which then leads to them causing further mess.

The schools solution has been to engage with some parents to produce plywood wedges to deter the birds at the main location where they were gathering.   However the final part of the puzzle is the last part of the awning where the cover connects to the building.  At this point in a join or a connection that while small is large enough for the birds to access.

In this small area here (shown left) you can see the birds entrance points above the plywood wedge.  The area is relatively small but still needs to be restricted to stop the birds using it as an entrance point.

The solution is for the students to use their iPads and technology to produce a 3D Printed wedge to seal the remaining entrance point.   The students have been shown the problem and asked - how can they measure accurately the entrance point.

The first challenge to the students is how can they measure accurately and safely the size of the wedge that they need to construct to fill the gap?

The answer is by students using the measure app to do so.  Our students frequently use this tool with their iPads to measure a range of objects and in this case it is ideally suited to do so, so they don't require access to the location.

Once they were able to identify the correct dimensions of the wedge they need the design was the next follow up activity.   As per their use of Tinkercad this was a very straight forward task.

We know from experience that the PLA using in 3D Printing is robust and can last over ten years in exposed circumstances as demonstrated by some of our long term project reviews.

In this location we believe that the birds will be unable to damage or remove the prints and that they will be sheltered and there will be longevity with the designs.    The first step after the measuring was students considering basic design ideas and how they might apply them to this problem.   Once a basic shape had been created students needed to consider the design size of what they had created and attempt to AR/VR it into place.

This allowed the students to apply the design to the location where it is needed to be deployed.   Using the AR/VR function in this location took a considerable amount of care and precision to get it into the correct place where it needed to be, by doing this, such as the example shown left,   This AR/VR function is built into the Tinkecad App so students who are operating via their iPad only need this as the equipment to complete the virtual application of their CAD design.

The challenge for this activity was that the work area was something the students could not easily access - so the first students response was to produce a range of shapes that they felt would meet the brief and then print them out.   Once these have been size up the students will have a practical example that they will be able to work with that will allow them to successfully complete the task - we will detail the final print design from the students once it has been completed.

Currently these early examples are 45mm by 20mm by 20mm and the wedge is 40mm long and 40mm high.   As with the other designs the width is 20mm.

As a friendly reminder for everyone we are working with students from New Zealand who are seven and eight year old students (in New Zealand that is Y3/4).   The younger students are designing and creating for the first year, the older students have completed one year of using Tinkercad and their iPads for design tasks.