3D Printed Stationary Holders: Combining PLA Colours

Above: Design shown completed with combined PLA

Challenge: To create a working stationary holder and for affect with the design to combine PLA colours to enhance its presentation.
Background: The majority of this point in the school year (in New Zealand we run from February until December so we are approaching the three quarter mark) of students in the classroom have at least one significant 3D Print which they are using regularly.  In this case the student wanted to combine colours for the base of the project to improve its presentation, by significantly combining two colours of PLA for effect.   The chosen colours as seen on the design to the left were the blue and the black.    The student printed the design in two main print runs, allowing the design to then be finished by having a super-glue applied between the layers which were then glued together.    The student had some experience working with others as part of 3D Printer design and projects and was able to complete this design as shown without any input from the teacher.   

Rear of design shown including incomplete printing

Level of Difficulty: Medium - the design was the students own, created by using the Tinkercad main interface to produce a series of basic shapes (rectangular prism, oval).   These shapes were then stretched to the desired level and he decided to personalize the project by adding additional features to it (including an owl and soccer ball on the reverse). 
Size: 120mm high, 110 wide/long and a total of 120mm across.   The walls of the design alternated between being 5mm and 10mm thick in places.    The soccer ball and the rear storage raised the design 60mm off the base.     The lettering of the students name was 5mm from the top of the design.
Time frame: The design took two considerable runs - the base (the blue PLA shown in the picture) was a fourteen hour effort.   The black which formed the final top part of the design took eight hours.   These dimensions could have been improved by reducing the thickness of the design in places and being consistent with the 5mm thickness.     For a print of this scope this is within the bounds of what would be expected (this was completed using a four and a half year old printer with a 8mm nozzle and a twenty percent infill setting).
What we would do differently/next steps for students: The student decided to go with a blue/black combination for the design, with hindsight a secondary colour would have had more impact.   The student should have probably printed the lettering for their name in a separate colour, however he chose not to.    Although the print looks correct with its dimension more time should have been spent using sandpaper to reduce the amount of PLA at the point where the prints were joined.   Having said all this the student was very pleased with the result.  He has still to complete the final aspect of the print which is to be put on the top of the soccer ball.   This is visible in the second picture on this print, the student increased the height of the soccer ball which compromised its shape, again something minor but could have potentially been addressed.

3D Printed Tractor Update - Spray Paint Preparation

Original Date of Print - 
23rd of October 2018. 
In this continued update of a print in progress, the student concerned completed the first attempt at using commercial spray print.     This print was always intended as a multi PLA project, and for a tractor theme with stationary storage.   The student concerned has been able to master 3D Printing in a short space of time and I was looking for a project that would push her and challenge her with her designs.    In addition looking for another way to extend students I delibrately used a pink PLA for the design (mixed with a gray) .  Finally we have been further experimenting with the use of a new super glue to look at bonding all the elements of the print together - which is appearing to have a better impact.

3D Printed Storage Stand w/Drawer

Challenge:  Produce a stand, with drawer storage that is personalized.
Background: Student wanted to produce a personalized, individualized storage stand, with a working drawer.  The drawer in this print came as an 'off print' from the 'horse head' drawer.   Wanting to use this draw for another project it was given to a student who was tasked with producing a storage container that fitted with the original draw.   The student was able to produce the storage part of the design (shown clearly in black) that matched perfectly with the drawer at the first attempt.  Following this, the student designed a Alvin and the Chipmunks design (sourced from online on Tinkercad) to mount on top of the design.   The student concerned with this design is nine years old, using a 3D Printer for the first time in the classroom (since in New Zealand starts school in February we are looking at a four month time frame.
Level of Difficulty: Medium-High.  This print is involving a series of prints, with the drawer and the base working in conjunction with each other.   If the draw was not perfectly working in unison with the storage box then the entire design would not work.

Time frame:   There are a number of component parts to this print. 
The black back storage base took sixteen hours to print.   The drawer that is grey, inserted in to the base took three hours to print.   The 'Alvin and the Chipmunks' design to be mounted on the front of the design took three hours to print.  On this basis for the entire print from start to finish was twenty two hours.   Some adjustment would need to be made to the design (see below) to replace the
lettering and the design on the back of the storage box.

Size: The base of the design (black PLA) was 145mm long, 100mm wide and 20mm high.  At the back of the design the base was 80mm high.   The drawer (grey PLA) 85mm wide, 115mm long, 17mm high and between 10mm and 25mm thick.   The Alvin and the Chipmunk part of the design was essentially 70mm across and 50mm high. 
What we would do differently: Part of the design did not work.  We had discussed with the student not putting words on the rear of the design, below the unicorn design (see left).   The removal of the rafting on the design was not possible without removing some of the lettering.    The lettering should have been printed separately (almost certainly it would have been with a different PLA) and then super-glued onto the design.   The student has also considered to put her name on the top of the design in front of the Chipmunks.
Next Steps for the Student: The student has essentially mastered this design, with the exception of the lettering on the base of the design.   The student could look for additional ways to open the drawer. 

3D Printed Basic Key Ring - First Steps

Challenge: For student to create an original, personalised key ring - that was practical to use, including an attatchment suitable for using a typical bunch of keys.
Background: We are wanting to look extending our students projects.   As such were wanting to combine PLA, to print with a minimum of two colours or component pieces.  As a basis for this we revisited a basic design that we had already completed in the past, or had adults complete in the past, which was the design of a basic key ring. 

When we share posts with this site, feedback that we receive seems to be that some of our prints are particularly difficult or long, and not necessairly suitable for everyone for the number of machines or someone taking thier first step.   We are extremely fortunate to have a background of having three to four years of 3D Printing experience - and up to three machines that we can run at a given time (and as detailed are Ultimaker 2+)

Above:  Design shown from above

The intention was for the students to complete this as a first step, including several students who had no prior experience with 3D Printing.  From here the intention is that the students develop the name or the lettering into component part - that is printing a base, with inserts for the lettering, and the lettering to be produced that matches the inserts and is printed in another colour (such as glow in the dark filament). 
Level of Difficulty: Low - the student is able to produce this typically in two to three minutes from scratch.   The three stages of the design were a blank base (in this case a rectangle), an addition of the lettering and then the final stage was the introduction of the insert, which provided the hole for the insert of the key ring.  The students concerned were ten years old with experience ranging from two years to just a few weeks (the student concerend first printed project name is on the design).
Timeframe: Three hours - This could have been reduced significantly as the block for the base was 20mm high, and could easily have been halved 10mm.
What we would do differently: This is a basic print that has further development scheduled.   As such it was about challenging the students thinking to a more advanced project and this was the introduction, which was completed in a minimum time.
Next steps for students: This is the first step in students producing component pieces for a more complicated project.  The next steps have already been envisaged
 

3D Printed Sewing Box

Above: Original Design with lettering

Above: Close up of lettering.

Challenge - Student had a birthday coming up for a family member.  She wanted to personalise a box to act as a gift for her Grandmother.   The idea was for her box to be personalised for sewing.  The student who created this project is a nine year old.
Background: Student has proven to be adept at a number of designs  of an increasingly complex nature.   The student wanted to have the design as a single print, however the lettering that was produced proved to be unsatisfactory.  The student then used sandpaper to remove the lettering.  This produced some scratching in the base of the design however it was essential to allow the lettering to be added on the original design. As a consequence the student printed the lettering again and this time it was printed in white PLA.    The lettering was then superglued to the print.   The student was pleased with the final details on the print. It should be noted that even with the new lettering that was The white lettering was somewhat smaller due to the space that was available.  The white 'Nana' lettering was large enough to be individually removed and glued to the design the 'sewing cool' lettering was considerably smaller.   Because of this a decision was made to retain the backing rafting for the lettering.   This ensured that the lettering retained its form and structure.   The final stage of the design was to apply oil based blue paint to paint over the remaining sandpaper 

Above: Final design with mixed lettering

Level of Difficulty: Medium.  A basic box design which was personalised with the addition of the sewing machines, the sewing buttons and a star.   The lettering itself was designed to work in unison with the box so had to be a specific size.  
Timeframe: Sixteen hours for the box.  The original lettering would have added a small amount of time to the print.   The white PLA lettering that was added to the final print took forty minutes.   As a side note of time to remove the original lettering with sandpaper was extremely minimal it was three or four minutes maximum.   
Size: The box was essentially a 120mm box.    The depth of the box was 20mm.  In theory this could have been reduced however the student was pleased with the box itself and wanted the size to remain.

What we would do differently: We have started experiementing with mixing PLA and producing component pieces for printing.  Ideally this student would have created an insert for the lettering into the base of the box itself and then the lettering could have been secured in these locations.  The student is probably needing to try this with a smaller print first, to ensure that they can master the technique that they need.
Next steps for students:  As mentioned the lettering could have included as an insert into the  base of the design.  This is potentially a more advanced procedure than the current students skillset.   The student needs to paint the design to complete the design presentation of the print.