3D Printed Hair Clip

 

Challenge: To unpack the principles of design behind a simple object (in this case a hair-clip).

Background: Students experimenting with practical task of finding something that they could modify, replicate and adapt.  The students found from  Thingiverse a hair clip that they felt would meet this criteria.

The print was completed in halves.  The students were able to print the piece as shown, without modification.   When the two of them were joined (as the print was completed twice) students realised that they were missing the spring.   This has led to a discussion from the students about the engineering principal of the spring - the crucial piece to join the two 3D Printed pieces together.  

While the instance of the print has yet to be modified by the students the obvious next step for this is to create a personalised element to the design.   Students adapting it to include their name for instance is a very simple step to take for the junior students.   Also given the dimensions and the print time it would be possible to print a large number of these clips (so potentially once the spring is located a business or a Market Day item - potentially with glow-in-the-dark filament.

Resources used to complete this project: Tinkercad App, 3D Printer, PLA, Thingiverse (file) (there are other examples available from this site such as the one shown left which has similar dimensions to this print.

Level of Difficulty: Low.  The student is using a pre-made and designed filed and modifying it.  The intention is to use the file with a small level of modification to lead onto different or more challenging projects.

Size: The print measured 100mm across and was 70mm high.  The back part of our clip is 30mm high.   These dimensions could of course be modified by changing the dimensions of the print via Tinkercad.

Cost/Price: The print used 7.5g of PLA and had 2g of PLA for support for this print.  This was to produce one half of the clip - the pair would obviously need to have two of these printed.   The price point to print a single half of the clip was $0.23c - a full clip would cost $0.46c.

Timeframe: To produce one clip using the P1S Bambu machine the complete print time was thirty six minutes which included the standard six minute warm up time for the machine.

What we would do differently/Next Steps for the students: As described the students need to personalise the design so that they could be seen to modifying it (as opposed to printing something generic which they have just found online) and explore the possibility that this might be a Market Day 2027 option.

Original Articulated Animals: Further Designs

 

The Y7 student responsible for the recent production of a number of articulated animals has over the past week or so completed the design of a number in the series. 

In each instance she has followed a similar pattern she has located a pubic domain image of an animal (which has been source from a variety of internet search locations) once she has been able to import this into Tinkercad she has then applied the linking for the design (as followed initially via tutorial however she has since mastered this to the point she can complete it independently).  

Following this it is simply a matter of producing a 'test' print so that she has been satisfied with the linking (in some cases the location
has needed to be slightly altered).  This has allowed a final print to be produced.

The student regularly attends local craft market where she sells a range of goods that she produces herself (earrings, as has been featured on this site)

The school is arranging to make the snapmaker available for the student and the printers to be used with the PLA available as cost price and the student will be able to use the printers to manufacture items for sale.   This will in our opinion encourage the students creativity, expose the community to something unique that has been created by a student using technology at the school and provide them with an opportunity which they would not otherwise have had.

We are refining the prints during the holidays including looking at the student perfecting the linking and silhouette selection to allow them to produce a master set of unique, creative 3D Prints.

3D Printed Oversized Key Ring

Above: Completed design

Challenge: To produce something for a local business that would have a practical use.

Above: Business Logo

Background: We are looking at ways to get the work of the students out in the community to use the technology to increase awareness of our students work and also expose the student to real time business experiences.   One of the ways that we are looking to do this is to create and produce unique items that have a practical use for local businesses for them to use.   One of our key designs that has had a practical use in the classroom and around school has been oversized keys.   This has primarily been used as a technique to ensure that important high use keys are not misplaced by staff or students (by making the keyring with the key so large that the key cannot be easily placed in an individuals pocket either student or staff).    We followed this same principal when we considered local businesses that were in our area and something that we could produce for them to create a 'buzz' or interest in our school projects.   The students decided to target a number of local businesses or places of interest (local Library, shops etc) and look at producing a key ring for them.   The rationale was that this would be producing a high use item that a number of adults or part of the community would be handling on a regular basis.   We have targetted the use of the 3D Printer to do this and not the school laser cutter as these items are being handled repeatedly and potentially need to be cleaned.  We have generally found that the wood when laser cut can be marked and stained from use by people.
Level of Difficulty: Medium High - we were producing something that was original from scratch but was copying a specific logo or design this meant the specifics of what needed to be created were very particular, as a result the design needed a high degree of accuracy.
Timeframe: Eight Hours - this is long for a keyring/badge however this was delibrately oversized so that it became a talking point for the business.
Size:   This oversized design.   It measured 140mm across and was 130mm high.  It was 5mm thick.  The design and the lettering raised 5mm above the base design.   Given the brief this was delibrate.
What we would do differently: If you compare the original design above right to the creation above left you can see that there are some slight variations between the two designs.   The fenceposts are equal and meet in the middle, in our students design the middle is at the 1/3 and 2/3 point.   The family design as part of the keyring differs slightly from the original as the students created it from scratch and they could have had a universal design for the head of the shapes.    This is slightly oversized however this was the intention.

3D Printed Delux Business Project Container

Container with lid in place

Challenge: Students are creating a contained suitable for holding liquid.   Container needs to be accessed by a lid which is able to work in conjunction with the base. 
Background: Y4 Students were producing a 3D print for a student based business, which was be presented to the local community for an evening event.  Students in this classroom had produced smaller versions of this previously document on this blog.  Students were using Tinkercad for the first time, with the basic interface was utilized.

Box shown with lid.

Level of Difficulty: Low-medium.  Nearly every previous print in the sequence had issues with the lid matching the base.  In this case the students designed a lid that fitted perfectly. 
Timeframe: Ten hours were required to print the base and the lid.  The size of the container had been designed by the students and perhaps could have had reduced dimensions (see below).
Size: The base of the container  had a length of 8cm, a width of 8cm and a height of 10cm.   The width of the size was 5mm.  The size of the lid reflected these dimensions with a total width of 1cm split into the lid and the drop down aspect of the lid (as shown top right).
What we would do differently: Given the aspects of the design and it originating from a student creating something for the first time, it was an extremely successful print.  The student was using a printer for the first time, the design features while basic meant that the student was thrilled with the results.
Next Step for the students: A handle could have been added to the print to allow it to be easily removed, which would have been a basic step to take, the student could have also experimented with design features.

3D Printed Basic Box

Above: Lid and base plate design

Challenge: This was a further development from the student led business model that was created by a class of Y4/5 students (making them nine and ten years old).  The students were attempting to personally create a brand and product which could be marketd to other students.
Background: Students concerned were looking at creating something striking that would impress their potential market, hence the size of the box, which was significantly greater than corresponding designs.  Students were creating products for the first time, using the basic designs possible from the Tinkercad Interface, without the assistance of the teacher or other students.
Level of Difficulty: Low - this design was created in a short space of time, using some of the basic settings available from the Tinkercad Interface, by students not familiar with the program.
Timeframe: The lid and base were a combined ten hour print, the design was based around size so the details were specific to the design. 
Size: The base plate was 7cm wide, 7cm high and had a depth of 9cm.  The width of the sides was 5mm.   The lid had similar dimensions with the main part of it being 1cm.
What we would do Differently: This was a starting point for the students concerned - hence the complexity of the design was reflected by its background.  The students could have looked at ingraving or dropping the names of their business into the base of the box, this has been achieved to good results in recent prints.  We've had students previously add additions to designs such as lids or handles and students could have considered these (they are available from the main Tinkercad interfaceand intracate designs are able to be selected easily).     
Next Step for students: As descibed above.  Given time contraints with the project it may remain as it is.

3D Printed Spoon and Cup/Mortat and Pestel

Challenge: Student is involved in a upcoming showcase of students work.  The student is creating a series of products based around fragrance and hand cream.   The design was to create a basic mortar and pestle set, which is described by the student as a 'spoon and cup'.  The set needs to be big enough for the student to use it to manufacture/mix the hand cream.
Background: The student is working with learning support with a teacher aide to produce the product.  The teacher aide has not used the 3D Printer previously to produce a product, the student requires learning assistance from other students to complete set tasks.  This was both (the teacher and students) first 3D Printed project.  The student was a Y5 (nine year old) who typically works at curriculum level 1 (Y1 - five years old).

Level of Difficulty: Low.  The student was experimenting with size, design and completing the task.  The basic Tinkecad interface was used to create the required shapes, which were then extended by the student by dragging them.  A cup and spoon were used as a model to ensure that the size was relatively correct.   In the case of the student the oversized spoon is an advantage.
Timeframe: Both objects in the matching set were completed in ten hours - they could have been resized slightly given the brief, and adjustments made, but given the scale and the first print ever nature of the project this was
Size: Both prints were combined on a single run.  The 'spoon' was 16cm long, 2cm high and 3cm wide.  Conceivable it could have been thinner or smaller however given the student concerned the bigger item was more desirable.
What we would do differently: Our class typically personalises items such as this.   Clearly it would have been easy to insert the students name into the spoon and cup, or both.     This didn't happen as the skill set wasn't there yet but once this print is discussed and the student spoken with (and the staff member) then other students will assist in getting it completed.
Next Steps for Students: We are anticipating other students come on board to assist with the more detailed aspects of design.  There is the obvious step of personalising the cup and spoon with either the name of the student or the business by dropping it into the cup, and then to remove rafting, as has been done on previous prints/projects.

3D Printed Student Lip Balm Holders

Above: Rounded Lip Balm Design.

Challenge: For students to produce an original working container that was suitable for holding liquid or lip balm.  Created by Y4/5 students in New Zealand who were nine and ten years old.
Background: Next term our cluster of four schools have a showcase where the students have worked this term on a significant project.  The class next door are making authentic products to showcase and as a result the students used Tinkercad to create a container for their product.

Above: Outside 'rafting' clearly visible

Level of Difficulty: Medium - both these designs needed significant adjustments which the students will repeat.   Both included text and design that were printed on the outside of the 3D Print, which contrasted with designs that have the lettering inserted into the base of the design.  These desings in addition were round in shape instead of being square.  When 'rafting' was removed the lettering itself would be removed from the shape, negating its effect.
Timeframe: For producing something such as this with an 8mm nozzle (various designs are shown all with slightly different timeframe) you are looking at a six to eight hour print time.  The prints are essentially variations of the same theme which is why I have group them all together in a similar post.  As a consequence these prints for various reason will be reprinted shortly.

Note lettering starting to be missing detail

Size: As above and shown in photograph.  The lids are in the 4cm to 6cm range, the base have a range from 6cm-10cm with a height in the range of 10cm to 20cm.
What we would do differently: The lettering will be redesigned to reflect the size of the prints - and an attempt to shift the lettering from featuring on the outside of the print to the inside.   This is illustrated in the print to the left which the lettering is starting to show signs of missing parts of the font.  We used an 8mm nozzle for this print, on reflection we could have shifted to a 4mm nozzle and this would have allowed more detail into the print - however the problem would have been that this would have doubled the print time and there are a number of prints in this run for the class of students that need to be completed, and this afterall is a prototype to test the production skills of the student and allow them a first attempt at 3D Printing.