3D Printed Tractor Accessories: Revised

 

Challenge: To produce an authentic looking accessory for a 3D Printed tractor.

Background: On a previous post on this blog we detailed this project and the students involved have now addressed a number of issues that were present.  In the initial version, the post of which is here, the students had a connector pin created but it needed some refinement.   Some of the smaller details on the print needed reworking.

The students took the initial working print and tested it in conjunction with the tractor - they identified that pin required reworking (it was made bigger and was therefore more robust, the original broke early on).   The ends of the accessory were adapted to ensure that they were balanced.  An attempt was made to address the connection at the underside of the design although this still needs to be addressed.

In the photo left you can see the progression between the three stages of development.  Print one while it had a design was too small, the second print, bottom right had some details but required the refinement that was provided by the third print.    

The dimensions of the different prints (particularly from two to three) did not vary significantly (and you can see them here).  

The students now feel that they are at the point where they have a working model and now want a final phase of adjustment (small details, accessories and tweaks) before completing a final design.

There has also been a range of discussion about what else could be produced in this range to create additional accessories that the students are familiar with on account of our school being in a heavily dairy farming dominated area.  The video below shows the print in 'action'.

Junior Engineering Challenge: Table Legs Caps

Challenge: To solve an engineering problem - how to make accurate table leg caps for a home made table.

Background: This was set for a group of student who are working on this project collectively - it is a good practical task that will have a clear outcome that will end up in use moving forward.

Students have had to consider ensuring that the completed design is suitable to work with a specific table and can protect the legs of the table from interacting with the (concrete) floor.  As a laser cutter is going to be mounted on the table the stability of the table.

On a side note this teacher has seen chair legs to raise a piece of furniture for a child with a disability.   The chair legs need to be adaptable for height, need to be balanced and stable - and in some cases to a specific height: this project, this idea, this media and the would work exactly the same way.

Students worked to use Tinkercad to complete the design and refine it based around the table which it is working in conjunction with.   They were seven and eight year olds designing independently using Tinkercad for the design and creation.

Level of Difficulty: Medium - this is a basic design but is has required precision otherwise it won't meet its purpose.  The students have refined the design already several times to ensure that it fits perfectly.

Size: The present prototype is 130mm long 110mm wide and has a 5mm base.  The centrepiece of the design is a further 10mm high.   This will need to be extremely snug around the feet of the table to ensure that it works as intended.   

Cost/Price: The print as it stands is using 44g of PLA filament and this has a cost price of $1.12.

Timeframe: Using the regular (default) settings for a Bambu H2D Machine this print took exactly one hour to complete.

What we would do differently/Next steps for the students: The students are going to refine the design with the teacher concerned to ensure that they meet the brief successfully.

3D Printed Spinning Top: Follow Up

 

This is a follow up post about an activity that we have mentioned several times in the last week, and one that is working really well with students in terms of being practical and also achievable.

Credit where credit is due - Tinkercad the browser based software which our students do nearly all of their 3D designing on, in conjunction with their iPads.

One of the really interesting things that has come out of this challenge in terms of making physical spinners is that the larger spinners have not proved so far to be the most effective which has caused the students to consider the engineering aspect of what they have been making.

We are holding a competition this week where we are wanting students to spin against each other in competition aiming to last the longest with the best original design.   We will be adding this to our blog in due course in the meantime this is another video explaining this process and providing some demonstration of the students work:

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 Printed: Engineering Catapult

 

Challenge: To create a unique piece of solve a problem

Background: As part of our students ongoing engineering efforts during our afternoon rotations one of the tasks involves them having to construct a catapult from a variety of items and for the catapult to be able to launch the pom pom one metre.

As part of the construction process the items are put together already supplied however the intention was to use the 3D Printer to customise the process, in this instance the launch for the location of the catapult.

The positives that the students were able to produce the individual parts using Tinkercad and create a very small scale 3D print which was possible to print in around half of an hour.

The students in the classroom were working in pairs and therefore shared the design tasks.

Level of Difficulty: Low.   This is simply a basic shape designed by a student to complete a very standard task.  However as the size of the different launchers varied then there is expected to be some variation in the launch length.   Further research will be completed into this. 

It also allowed students who had not had the opportunity to complete a quick, low key design to do so and be successful in doing so.

An example of the bucket is shown left, an easy two piece design, created by students extremely quickly.  It allowed for time for the student to simply check that the size was correct before they started to get completed and print the process.

This design (shown left) was 50mm across and 20mm high, which requires testing to ensure that it is not too heavy for the working of the catapult, but can also be used as a test item against a regular bottle top.