3D Printed Junior Basic Designs - Cats Part 2

 

This is the follow up to the previous post detailing the development of 'cat' designs - starting with the square design that was created by one of our (seven year old) students.   We also had another early version (shown left) which was created by an eight year old.    Again as with the first design the students tasks was (relatively) simple, create an original cat themed design using the main Tinkercad design panel.

The print left measures 70mm long was 20mm wide at the body and had feet that were 10mm from the ground.   The student put particular effort into the facial features of the cat which they were particularly proud of.

The student who designed this print was able to do so independently of the teacher input - we discussed the design as in normal circumstances we would reprint it and rework aspects of the print that needed attention.  In this example for instance the feet are a weakness for the design, however in this instance we wanted to use the cat as an example for other students who had not yet completed the project to work with.

We then had a range of designs and used the Tinkercad AR/VR feature to produce a range of comparison designs.  While we had not printed a full range of the class cats by this point our students were able to move onto creating a second design to work with one of the two cats that had been printed.

This is the process that was completed left.    The 3D Print of the second cat, which appears on the right in this picture is next to a Tinkercad design which has not yet been printed.

We have produced a slideshow which has a range of ideas of Tinkercad produced projects that do not require printing 

Students were able to do this by using the Tinkercad app with an iPad.

We also had our students think outside of the box with the design of accessories to work in conjunction with the printed cats.

An example of that is the design shown left - instead of producing another cat this student made the decision to create a cat play area including a scratching post.

We also had students create feeding bowls, litter trays and other cat themed accessories.

This proved popular with the students who in turn started to create and shape additional ideas.

3D Printed Junior Basic Designs: Cats

Challenge: For a first time seven year old to introduce them to 3D printing in the classroom

Background: A recent writing prompt in the classroom centred on domestic cats.   We were looking at an opportunity to integrate 3D design into this process, so students were tasked with using Tinkercad to create something that was 'cat' themed.

In this instance we were encouraging students to design something that they could have as a small storage device.  This student went and attempted to build a cat, inspired by a 'block' version of a cat that we had showed to her.   She used the basic Tinkercad shapes to design the different features of her animal, then went back, VR/AR it using the Tinkercad App and then refined and addressed some of the design.

The dimensions for this design were deliberately kept small because we wanted to be able to realistically print a variety of these, each with improvements or refinement so that the student would be excited by the process and produce an outcome each time.

The student was able to work independently to complete the project, then look at reworking the project and refining the design.   The whiskers on the face of the cat proved to be a particular challenge, in the students design they were long and detailed, being somewhat thin - however these did not survive the printing process and would need to reworked.

Level of Difficulty: Basic.  This is considered to be an introductory task for a student to complete a print for the first time and be successful.

Size: The main body of the shape is 30mm across, was 60mm high in total (to the top of the ears) it was 30mm wide.   

Timeframe: The entire print was completed on regular setting with standard PLA etc.  It took just under one hour.   The idea is to produce multiple versions of the same print and to make it realistic to do so it needed to be small.    Once the design is complete in full then there is always the potential to up skill it in future when it is complete. 

What we would do differently/next steps for the students:

The student wants to redefine the facial features of the animal as shown left.   The student was attempting it for the first time and once they saw the first printing they wanted to adapt it to introduce more features to scale (such as pay attention to the eyes).

The student was contemplating looking at ways to address the body of the cat, relative to the size of the legs for instance.

3D Design: Junior Extension

 

We challenged our students at the end of this term to create some detailed designs for the Dolls House project, we have the intention of printing these during the ongoing school holidays in New Zealand.

An example shown left from a student who created an original bed design for the Dolls House.   This student wanted to make something themed from the Bathroom portion of the house.    The student is using Tinkercad to create the design from scratch.  All of the elements that were placed into the design came independently from the student from the main design page.   The student was also able to use features like the wagon wheel to create the drain hole.

The bunk bed was an early stand out design which featured more detail than a single level bed.   As a result a number of students used this as an example that they could build on.   The ladder itself came from basic shapes.   This was completed by a student who was working on their first year of using Tinkercad to create designs.

Further refinements of design can be seen in the detail around the pillow on the mattress base.

This student is going to use the sticker machine to create a decal to put onto the bed to show the blankets and the details.

As a basis for students to design something from the start, who were perhaps not as confident as others we tasked them with looking at objects that were in the classroom and potentially making a version of this.

In our classroom the furniture includes a bookcase - which we used as an example for students to see in front of them and work out the dimensions.

Typically we had to ensure that the design was based and shaped correctly, and we insisted that students carry out an animation task to ensure that the design was balanced.

This ensure that everyone of the twenty seven students in the class could complete a design.

The biggest challenge for the students that was present with their designs is shown by the example left, the legs underneath the design in the picture above.

The students independently sized each of the legs, instead of copying one of the legs and duplicating it four times to make a perfect copy.  

The one part of the design that needed the most attention is the feet and we also need to consider the use of the design.  We found many designs online of model dolls houses - this is not something that we want, we are building a dolls house that we want to be constantly used, moved and shifted and have the students interacting and playing with.   As the target is a group of five year old students we cannot have any parts that might break or not stand up to the pressure of being moved, dropped or have pressure put on them.