3D Printed Stand with storage

 

Challenge: For student to create a unique, original and workable storage unit.

Background: This was an open challenge to students to come up with a storage idea that they could personalise and create themselves that was original.   The student in this case came up with the concept, the idea and the execution of the design.  This was completed by a eight year old student using Tinkercad working independently without any teacher input.   

The student used the Tinkercad App, the Tinkercad scribble tool for the skateboard design.

Level of Difficulty: Low - the student was able to do this in a short space of time because they were confident it could easily be completed.   There were some small issues to be resolved (see below) but the student was able to complete this easily.

Size: The main box that is the centrepiece of the design was 110mm wide, 125mm high and 20mm thick.  The insert into the top of the design was 50mm by 110mm.

Cost/Price: Using the Bambu Studios Software prior to printing we are able to determine that the print uses 122g of PLA to complete and this has a price point of $3.06.

Timeframe: On the regular settings for the Bambu H2D to complete this print the print took three hours and fifty one minutes.   The main storage area and the supports were printed as a single print, the student could have reduced the amount of support required by printing both of these separately and then gluing after completion.

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

The student could have spent more time on the design on the Skateboard which is the centrepiece for the design.   The supports needed some attention - while they certainly tilted the design and had it on a clear slope, as shown in the above photograph the connection between them and the storage needed to be more robust.

As the storage is on an angle the student needs to experiment with filling it with different objects to see what works in terms of storage.   

We have started the process of the students examining and working out ways to complete and design hinges, bases and support and this is another design that would fall into this category.

The reverse of the box/storage currently doesn't have any decoration or design and this is something were additional detail could easily be added.

3D Printed 'Cyclops' Print - Completed Design

This project was started by the use of 'eyes' for as a provocation for the students, where they were challenged to design an original and unique creation on the basis of this.

This was detailed in a previous post on this blog.

The sheet of eyes that is shown left had a variety of sizes and also had a variety of details.  It was purchased from a local craft store for $5.00 although there are online versions listed significantly cheaper.

The design was completed in Tinkercad.  It was designed by a seven year old student.

We will be producing a teaching directed and targeted video explaining the process and the details of this project.

The final print, when printed with rainbow filament is show left.   The eye as detailed has been held in place by the space that was designed to house it, it did not need to be glued as it was forced in, and it expanded and then locked in place.

The print was successful and has got us thinking what else might we be able to present to the students to provide them a provocation to design and create?

We can print one of these designs on the Bambu in just over an hour for a single print, although we have put four of them on a plate and successfully printed all of them with an adjusted timeframe.

Junior Masterclass: Monster Exemplar

 

Challenge: To create an original monster with storage as part of a classroom challenge.   

Background: This came as part of a general classroom challenge that was set for the entire class.   One of the students began to work on a design that was inspired by the Pixar Movie Monsters Inc.  The student used the main Tinkercad  interface for details such as the hands and the feet and spent considerable time ensuring that the creature had balance.   The hands were designed deliberately to complement the base of the monster and provide balance for the overall project.

Once the design was completed the student then applied the Tinkercad Apps AR/VR function to the design to their creation.  This allowed them to check the viability of the design prior to the 3D Printing.  As the figure itself lent itself to being comical the students spent considerable time placing the figure in a number of locations interacting in a range of situations and with others.

The final stage of the initial development was for the student to make decisions about the decoration of the print after printing.   The student wanted to spray paint the design, then spend time with the decoration of the eyeball as a dominant feature.   While this has yet to be completed the idea from the student is to use paint for the eyeball and then put the detail into the iris etc.

As shown left the student opted to change the colour of the red PLA by spray painting it lime green.    The student who created this design was a Y4 student making them eight years old - they have been designing for the second year using Tinkercad.

During the removal of PLA the teacher made every attempt to minimise the removal of the print itself, as it is always a delicate matter.   The print suffered some small damage with the horns and the teeth of the project.  

The teeth that were in the mouth also suffered some unintentional damage to some of the oversized teeth.   However enough structure was maintained in the model to make it a striking example.

The student was able clearly demonstrate as well that they applied a basic shape to the head which meant the the design had a purpose of storage and also reduced the overall print time.

Size: The main base of the print measures 100mm long is 70mm high and 60mm deep.   The arms as shown are 30mm across and 70mm long.    The print dimensions could work in a variety of sizes however this was intended as a large size for the storage purpose.

Timeframe: Six hours the arms needed support as did the base of the design around the feet and the teeth.   This was unavoidable in this instance but needed to maintain the integrity of the print.

What we would do differently/Next Steps for the Students: The student was thrilled with the result, it goes without saying however there are additional things that they want to focus on.  The horn has already been mentioned, needing to be more robust, the teeth suffered some damage when the rafting was removed - both these would need to have a slight increase in size.   The student has, as noted, made plans to change the eye of the design into a focal point.

3D Printed Cat Storage - Designs V4.0

 

Challenge: To use the cat theme to develop ideas to develop an original project with a practical use.

Background: Stage one of this series was the basic cat designs detailed here.   The second phase was the query to the students - how can you develop this idea further? How can you make something functional that still has the (literacy) theme of cats?

The obvious challenge was for the students to build a box or storage, however this then needed to have a clear cat theme.   One of the eight year old students in the classroom then developed this idea, which was a box shaped cat.    The main shape came from the Tinkercad design page.

The body was created by a geometric box shape that was then manipulated to the design shown.   The student wanted to add the typical cat features which then included putting two cones on the top of the design for ears and a tail at the back (both shown in the photograph on the left).

The final stage of the design was working out a way to produce the character of face on the cat.  For this the student used the 'scribble' icon that is present on the Tinkercad interface.    This allowed the student to create a design that was quirky and comical but also allowed some licence.   The student opted to keep the whiskers from the cat on the base of the box for stability.    They used the other shapes for the eyes etc.

The final aspect of the design and the creation was to hollow out the design for storage, which we have detailed in the past.  This was an extremely easy process.

Size: The design measured 90mm by 60mm by 60mm.   There could have been a larger storage area produced by hollowing out of the design, without compromising the integrity of the design.

Timeframe:  This print took four and a half hours to print on the regulation default settings for the print.   

What we would do differently/next step for the students: The tail design of the cat could have had more detail or more depth to it, which could have provided a challenge for the student.   The student as it was, was very happy with the project and its execution.

3D Printed: Advanced Cat Designs V3.0

 Challenge: To build on a basic design and create something functional and fun!

Background: This student opted to go with a design that was not the traditional shape but instead was built up, with the storage being long and tall in the base of this design via the head.

As with other prints in this series the details were based around the literacy 'cat' idea and topic.   Students started with a short term basic design (which needed to be completed in under one hour) which produced results such as this.  The next phase was the expansion and purpose design making sure that the designs had storage.

We detailed previously about the use of eyes with prints to include with their design.   In this example we used sticker eyes that worked with this print.   This was not the intention initially the student had eyeballs in place on the print, however these did not attach successfully to the print - leaving the perfect place to then attach the stickers.

The storage option with the model can be clearly shown left, with the hole running more or less the length of the design.  The student concerned with the project is a Y4 student who is in the classroom for the second year working with Tinkercad.   

Of note with the design is the false feet on the design which are raised slightly above the base of the design, and they are also on both the front and the back of the design (which provides stability).

Size: The print measures 70mm across at the base and the main shape of the design the design is 140mm high.   As a storage for pencils and pens this is an excellent configuration.

Timeframe: Three hours.   There was minimal rafting for this print, therefore these times (on regular settings).   

What we would do differently/next steps for the students: This design has worked really well and the student is extremely pleased with the result.  The whiskers which can be clearly seen in the first (top) photo are designed to be robust to survive having the 'rafting' removed the student was potentially looking at adjusting these.

3D Printed Designs: Cat Upgrade V2.0

Challenge: As described previously to extend a design based around a cat theme.

Background: We detailed this in a previous post explaining the intention behind it, the process that the students were involved in an some considerations for their design and progress.  You can click on that link for the information here.

In this example student used a template that they found online of 'Garfield' the cat.   They then needed to show that they could modify it to have a specific purpose (storage) and that they could adapt the print in a way that meant that it would be personalised.

The student worked to introduce a tail to the rear of the design (shown in the photograph on the left) and created a set of whiskers that were placed on the outside of the design (as shown left).    The student then modified the design by introducing the storage element by hollowing out the head of the design, which is an easily achievable task using Tinkercad and only requires  a few short steps.

This was done independently of any teacher input by a student who is Y4 (that is the student is eight years old).

The print was completed using a multi-coloured print PLA that created a shading affect that was not intentional with the colour combinations being the result of the PLA in use.

The student is already using the object as a storage unit.  

It took four hours to complete the printing at the standard settings (default for infill etc).   It measures 140mm across, is 100mm wide and storage was 75mm deep and 60mm across.

3D Printed Designs: Cat 'Upgrade'

Challenge: To produce an 'advanced' version of a 3D Print with a cat theme.

Background: We have detailed on this blog the literacy theme based around 'cats' for the week in the classroom.  As a consequence for the CAD design tie in with this writing we asked the students to create a cat theme Tinkercad design.    

While there are a range of prints and designs available not only on the main Tinkercad site but also on design sites with public domain and donation sites such as thingiverse.   We used a range of these as examples for our students and had a discussion with our students about these designs and how they could adapt them - with the emphasis based on personalisation and innovation.    This is the major theme of our School Market Day which is being held later in the year.

The first step was the original cat design - this featured the students using their design skills.  We printed a small number of these cats initially as physical examples in addition to that we used the Tinkercad AR/VR function using the students iPad.  This has allowed the entire class to produce a range of potential 3D Prints along this theme without necessarily printing the entire range of designs.

The next challenge for students was to take on a more advanced design challenge - again maintaining a theme of 'cats'.

One of the particular insistence with the design was to ensure that the student had a purpose for this design and was able to adapt it to show it had a purpose.

In the example shown left the storage which was introduced into the design to ensure that it met a purpose.

Size: The design measures 80mm across was 80mm high and the base of the design is 60mm wide.   The whiskers that were featured on this design were created with the intention of being cosmetic rather than accurate.   The balance of the design and the size from the students meant the dimensions with this creation meant that it served the purpose.

Timeframe: Four and a half hours to print the design.   There was no 'rafting' involved with this print it was printed as it is shown (except between the whiskers which was minimal).   This was on our regular default setting with the twenty percent infill inside the print.   Given the dimensions of the print and its purpose it was reflected in the project.

What we would do differently/Next Step for the Students: The student could have inserted some more personalisation to the print, with either their name or initials located on the print and they also have space for this on the back of the design.   The student is looking into the possibilities however they are very pleased with the project as it stands.

Junior Progressions: Earrings to Stationary Holder

 

Challenge: To show progression with a series of print to increase their difficulty and show development of ideas.

Background: This series of prints started with a earring design, which was printed in a pair (as seen far right in the photo). The student was then asked to think about how they could develop this ideas into a storage item.   They developed the star shape into a stationary holder.   He deliberately oversized the holes so that they could have multiple items held in each of the holes.   

The third iteration of this design featured additional storage in the shape of a rectangle that was inserted into the middle of the base.   The overall size of the shape was also increased at every step.

As shown left the next stage of the project is the decoration.  The spray painting of each of the shapes.

They were designed by a Y4 student (someone who is eight years old) who is developing his design skills in Tinkercad.   They were able to develop each of the designs without any teacher input.

Level of Difficulty: Medium - each of the designs in sequence is essentially based around the main interface shapes.   There could have been additional features added such as a personalisation of the design by including lettering or a name on the outside of the design.  We have been encouraging students to look at sinking the lettering into the design instead of having it stand out to ensure that it looks effective.

Timeframe: There are three distinct prints in this series.   The first is the earring which featured the shape that was to be developed.   This took thirty minutes.   The second or third prints was considerably longer.  The second (red) print was four hours and the largest print (the yellow print) was five and a half hours.

Size: Obviously there are three very distinct designs.  The earrings, which was the first stage is 45mm across and was 15mm thick.   The second container (which is red as shown above) was 60mm high and was 70mm across.   The final design included additional space for the pencil sharpener and was 100mm across.   Given the dimensions of what the student intended and the stability of the print this suited it perfectly.

What we would do differently/next steps for the students: As noted the design could have potentially had some form of personalisation.  We have started looking at adding small button LED lights into designs, and this would have been a great project to complete this.

Junior Coin Box - Exemplar

Challenge: To produce a functional detailed purposeful 3D Print.

Background: While we have students who are working on what we would generally consider to be beginner or starter projects we also have students who are at the other scale of things - students who are creating independently innovative and interesting projects and pushing the boundaries of CAD and 3D Design as Y3 (seven) and Y4 (eight year olds).   One student who has consistently done so has recently started to revisit projects that she worked on in the previous year.   She has previously work on designing a money box, and we featured this design in 2023.   She recently began a process of revisiting her previous designs and looking to improve and think critically about what she had been working on.

In this version of the money box she focussed on redesigning her name, which now dominates the print more significantly than the previous version, has hollowed out the inside of the box (which allows for much greater storage, the original was merely a slot on the inside).  She also included another subtle difference by placing her initials on the top of the design.   

In reworking this design she has improve its functionality and appearance considerably.  There has been no teacher input into the project.  The student has created, tested and worked on this design and then presented it to the teacher to print in its finished state.

Size: The print measures 50mm across and is 45mm high.  This has made it rather compact however the student wanted to create this revised version to see what it would look like.

Timeframe: Eight hours to complete - a version with a larger storage area or greater capacity would of course have to have an additional print project time.

Level of Difficulty: Medium - this is a complex print that has a number of elements with it that need to work, in conjunction with each other so that the print works as a project.   As noted this has been worked on by an eight year old student however this is one of the top creative designers in the classroom.

What we would do differently next steps for the students:

The student has been given a task, a challenge based around this design.  While the design is functional and works the student has been asked to come up with a locking mechanism for the base of the design so that the student can open the design from the base and use this as a means to empty the storage.  At present the entry and exit point remains the (significant) slot at the top of the container.   The student is going to use technology to research.

Laser Cut Chest - Senior Exemplar

 Challenge: To utilise the Laser Cutter for a senior student for a significant long term design.

Background: Our senior students at School have one day a week completing DPE (Design Production Education) also known as Technology at some schools which is typically one day a week.  At Auroa School we have supplied this to our senior students for nearly ten years now.  As part of the rotations our students have a laser cutter option.   This project based learning takes six weeks - although some students can complete the project in a slightly earlier time frame.   The six weeks when the work is being completed the students are able to focus on the project from 9am to 1pm in the afternoon.

The projects takes a number of stages.   At the core of the project is the students use of the laser cutter.   This is responsible for the shaping of the chest, as each of the slats needs to be cut from the template for the design.   There are various templates of similar chests that are available (freely) online via a simple search,

Once this has been located and the parts that form the base of the chest have been cut out the next step is to glue the chest together using a specific wood glue.    The box was left to dry overnight.

The next step is to work and construct the hinges.   The hinges at the rear of the box (see photo), the latch at the front of the chest while they are spray painted silver are also laser cut.

The wood is 5mm Bamboo MDF mix.   It is also possible to complete this process using different thickness of MDF and also different type of MDF.     The design was completed using Sketch Up.    The handles of the chest are also completed in a similar way. 

There are two layers of storage trays inside the chest.  The first layer, shown left in the photo contains three storage sections.  It has been lined on the inside with yellow felt.   The felt was sized up again using Sketch Up, and then cut on the laser cutter.    Yellow was chosen to complement the colour of the wood.

The wood glue used to construct the box was also used to place the lining and hold it in the correct place.    Holes were placed at the end of the draws and the holes had a insert to allow them to be lifted up.

The inside of the lid of the box was also lined with the same fabric felt.

The bottom layer of storage can be seen here.  With the first drawer removed the second storage consists of a draw divided into two long rectangles (for storage or pencils as shown).   The draw has been again lined with the same yellow felt that has been used for the other parts of the box.    The tray has been glued to the bottom of the box to hold it in place.

The internal hinges were purchased from a local hardware store.    

Level of Difficulty: Extreme.  This was a project that took a Y8 student who was twelve years old several weeks to complete.  It had a number of elements that needed to be completed to an extremely high level.   This design was not for the faint hearted and required skill, patience and detailing to make it complete.  This was a long term project for the student.

Size: 220mm long 130mm wide and 190mm high.  The storage inside reflects the dimensions of the inside of the box.

Timeframe: The laser cutting of the individual pieces including of the box, the handles, the sides, the detailing and the felt took approximately an hour to complete.  Given the dimensions of the box this is considered a minimum and does not include the time to construct the box, glue it, have the glue dry etc.  This was a project that took several weeks (working once a day) to complete, test and be happy with.

What we would do differently/next steps for students: Potentially the student could have 3D printed the handles (which are the part of project which are touched the most) or had a different choice with the felt for the lining however these are minor issues with this major project.  There could have been a different selection of wood for the outside 

3D Printed Small Bowls/Containers

Challenge: Student wanted to create matching bowls/containers

Background: This student wanted to create two identical storage containers that we separated by their contents, which in this case were 'sweet' and 'salty' objects.

The student wanted to 3D Print the round objects and put lettering on the inside of the container by dropping the lettering into the side of containers.   The student had some experience with 3D design and was able to complete the prints without any input from the students.     

The student opted to spray paint one of the designs as shown in the photograph and was making a decision about the decoration and the colouring of the second container, prior to the end of the school year.   

The student used Tinkercad for the CAD design software, used a laptop to create.

Size: Both containers are the same print, with the exception of the lettering so the dimensions are identical.   The containers measured 80mm across and was 50mm high with the container being 70mm long.   The containers edges were between 10mm and 20mm thick.

Timeframe: Three hours per storage container so a combined time of six hours.

Level of Difficulty: Low - the containers were produced in a manner that the student was happy with however the context, design part of the process was straightforward and the student was able to master the process and the sign easily.

Next steps for the student/what we would do differently: The student was being challenged to look at creating lids for the containers that fitted with the designs.   The storage containers could be looked at increasing the size of them to increase their capacity and obviously the lettering could be modified for different purposes.

3D Printing: Completing Projects

The 'failed' project shown from above

Challenge: To complete a project that hadn't successfully been completed. 

Showing the internal walls of a typical print

Background: This project was an attempt to complete a significant project that hadn't worked in regular printing time.  This project was a stationary holder (which have been completed in multiple versions featured on this blog).   The project was intended to have a 22 hour print time and was left to print over this timeframe.   When the machine was checked the following day, instead of having a completed print there was a jam, caused at the back of the machine where the PLA had essentailly cut itself off at the feeder meaning that the printer had jammed leaving the print about three quarters of the way through (as you would have experienced this has left the print incomplete but still contributed a significant part of it.  The intention was not to produce something that was incomplete but also not to waste the material that had already been produced by the printer.   This jam of the PLA is something that occurs from time to time and has been avoidable.  I've seen developed printer dispensers at the back of the machines (Ultimaker 2+) to minimise this but have experiences jams like this once every couple of months (again of running a machnine on a more or less non-stop basis.
Level of Difficulty: To complete this print with a second level will be required that will need to replicate the first perfectly - the issue will be the student identifying the point which the print was completed to and then placing a second level successfully on top.
Timeframe: This was intended as a twenty two hour print, that made it to the sixteen hour mark and therefore has a further six hours to go.  The design functionally works at present however there needs to be an additional level added to the design, which would need to be a minimum of 10mm in length to complete the design.    This could take, depending on the design of the student, between an additional one to six hours.
Size: The current print project measures 110mm across and is 120mm deep.  It is currently 85mm high.   The walls of the container are currently 5mm thick and consists of four storage compartments, which range in size from 30mm to 100mm (at the back) and 65mm to 35mm for one at the front.
What we would do differently: The problems with this print not completing were related to the machine jamming at the back, not the design of the print the challenge then is using what has been completed to work it into another project.

3D Printed iPad Stand: Mini

Above: Design shown as produced on the printer

Challenge: Student had created a badge for his first 3D Printed project.  Student was challenged to create an original print, personalised that would have a specific purpose.
Background: For his second project he wanted to create an iPad stand.   He designed a project based around this and personalised it with his name.   The dimensions of the print were designed to include storage and an option for including additional items.    The student was working from scratch and measured all of the dimensions for the print (see below).
Level of Difficulty: Medium-Hard: the student was stretching himself for the first time with a design that had mulitple aspects to it, all of which were needed to work in conjunction with each other.   He add limited assistance from other students and the teacher to complete the design.    The student is nine years old.

Above: Same view with rafting removed.

Timeframe: Twelve hours.   Aspects of this print meant that he had not properly considered the design aspects of the size of the print.   However the stand itself works (see below) and as a result the timeframe to successfully complete the challenge works.
Size: The design measures 130mm across and 120mm deep.   The thickness of the design was between 10mm and 5mm depending on the aspect of the print.  The height of the print was 70mm.    As a result of the task these dimensions were successful to complete the task.

What we would do differently/next steps for students: The student included their name on the design and included a propellar on one side.   These were printed in a single colour and could have been completed seperately to given the affect of colour.   The name of the student inclued a lower case letter and should have had a capital.   Under one section of the base there was a raised point of a print.  Given all these aspects the key consideration was the brief - to produce an iPad stand.   This was successful despite reservations about the size of the design as shown on the left.

3D Printed - Refined and Improved iPad Stand/Storage

Above: Design in profile

Challenge: For student to create a new and improved iPad stand with significant storage and to minimise the amount of PLA used for printing.
Background: The student who designed this had input from a number of other students in the classroom who had completed similar projects.   The student concerned wanted to learn from others and produce a project that would minimise the PLA required to complete the project, but also allow an iPad stand to be created, that would also allow the storage of considerable materials and stationary.   In addition to this a strong personalisation would occur of the design which was created by the student featuring his name prominently in the design.   The student completed this design and did so in exceptional circumstances - there was some slight Tinkering prior to completion.   He changed his name to include a capital letter and it was centered more.   He also reorientated the design to include more of it centred in the middle. 
Level of Difficulty: High - to complete this print with the dimensions that were produced with minimum PLA used is extremely difficult.   This student has a proven flair for design with what is essentially his first large scale project.   He has had input from other students however the project and dimensions were extremely successful.

Above: Design in use

Timeframe: Seventeen hours - while those of you who are not familiar with 3D Printing might think that this timeframe is excessive given the scale of the project however earlier versions of this type of print have been anywhere to five hours on top of this.   Given the dimensions and detail this is an exceptional use of PLA to complete the project. 
Size: The main block that forms the base of the design was 100mm across and 170mm long.   The base was 20mm thick or wide.    The 'Bailey' lettering was 70mm in height.  The storage container that is behind the middle point of the print measured an additional 75mm from teh base.   As it was designed for storage the inside was hollow.    Generally the width of the print was 3mm which would be the minimum required for the strength of the sides.   Nothing from this would be changed in hindsight.
What we would do differnently: This was an exceptionally designed and created print.   Given all of the factors related to this print no changes would be made.   This is going to be an example used to show others what is possible.
Next Steps for students: The lid of the storage container was dropped down to allow for the creation of a lid to go ontop of the design.   This would allow the storage to be sealed. 

3D Printed No Frills ipad and Utility Holder

Above: Full design shown in profile.

Challenge: Student wanted to independently produce a combination iPad stand and storage unit that could be created as a first project independently. 
Background: This student was developing the idea of 3D Printing having seen numerous examples in the classroom.   She was not a student who had previously worked on a project.  The student is nine years old.   The shapes with the design were straightforward given that she was looking to produce something original that was workable.   On discussion with the teacher the student made the decision to include their name across the lip of the iPad stand.   Again it was a basic lettering task from the main Tinkercad interface which was very straightforward and allowed the student to easily produce it. 

Level of Difficulty: Medium - the dimensions of the design needed to work to complete the process.
Time frame: Nineteen hours.   Given the combination of storage at the back of the iPad stand (which for stationary as shown is considerable) and the stand at the front this would be an excellent use of time.   The standard default settings of a 20% infill with the printer running a 8mm nozzle. 
Size:   The print consisted of two main pieces.   You had the rectangular design at the front for the iPad stand, this was 120mm across and and had a 20mm rectangular block.    The block at the back was 10mm thick and rose 130mm.   The lettering for the name was two mm from this base.   The final part of the design was the circular stationary holder at the back.   This had a basic circle shape and was 110mm high.
What we would do differently: Minimal the student was extremely thrilled with the result and as a consequence didn't want to revise or change anything.   The print was robust and workable.
Next steps for student: Having successfully completed the task without any revision required the student needs to challenge themselves to move onto other projects.

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 Kitchen Utility Holder

Design from the front

Challenge: For student to create, design and print an original utility holder for use in the kitchen.
Background: Once they've completed the basic designs in the classroom the students have been challenged to create original and unique projects that have a meaningful application and use.  This student in question was looking to design something original for various kitchen items.  Student (who is ten years old) is having their second year of classroom opportunity with the 3D Printers in the classroom.
Level of Difficulty: Medium - aspects of this print could have been modified, particularly with its purpose (see below) and there were aspects of this print that could have been altered so that it worked more successfully (particularly the base).
Time frame: Ten hours - aspects of the print could have been changed, however overall the design met the brief, dependant on the size of items that were to be stored in it.  This is an 8mm nozzle, on regular settings with a 20% infill (which are all the standard default settings).
Size: The dimensions of the front of the design is 90mm across by 80mm deep.  The back of the design is 100mm across and a further 150mm high.   The width of the design is 5mm except for the back, which creates a base by being 10mm thick.

Design shown in profile

What we would do differently:  The writing on the front of the design, which is illustrated in the photograph is supposed to read 'Kitchen Bits'.  However the lettering has been minimized in the print and as a consequence is difficult to read clearly.  It can be tidied up by the removal of the filament around the lettering, and in the lettering itself, such as the filament around the 'b'.   This removal typically results in the internal aspects of the printed font being removed as well as the intended filament.  We have experimented with different tools to minimise this accidental removal, typically without success.  The other major
change to be considered is the purpose of a container like this - while the intended purpose was for a kitchen utility holder, one thought was to have perhaps a classroom token box or a classroom container that would hold universal items (such as markers etc).   Depending on that purpose then a way to mount the container on the wall etc. should have been considered.  Furthermore as shown in the illustration the bottom part of the badge design where the angle touches the base is slightly below the base of the design.  This is why the student hasn't removed all of the filament as it would cause the design to be slightly unbalanced. 
Next step for student: To redesign the base to ensure that it wasn't sticking below the floor of the design.  The lettering itself could have been designed differently and made bigger to ensure that it was more detailed with the printing.

3D Printed Horse (with storage)

Above: Print pre rafting removal showing saddle storage

Challenge: Student wanted to design their second individual print and wanted to feature horses with the design.   Student is a Y5 student, nine years old, designing for the first week of school.
Background: The student found a horse based design, and individualised it by placing a plate on the base of the horse, which their name was sunk into.   To ensure that it could be actually used for storage the location of the saddle/back of the horse had a cylinder shape dropped down into it.  A decision was made to print the horse with Glow-in-the-dark filament as we were experimenting with using it again (previously we'd run some seasonal themed prints but these had proved to be of limited success - see below and previous prints).   The student created a complicated large print, however as it was the first time a print of this type had been attempted the student was encouraged to go for it and complete the process and printing.

Above: With rafting removed - note loss of tail

Level of Difficulty: Medium.  The horse was sourced from a 3D printed site, the base was designed from scratch by the student, who had been shown how to drop her name into a design.   She also had worked out how to drop a cyclinder shape into her design to hollow it out.
Timeframe: This was a twenty hour print.  It could have had a reduced time had the base plate been halved in size.
Size: The dimensions of this print were significant.   The base measured 25 centimetres across, the height of the head of the horse was 20cm from the base.   The base was 1cm thick and as noted this could have been reduced in alter the print time. 
What we would do differently: Glow-in-the-dark filament was used primarily because it was the last spool before more material arrives.   This has proven problematic in the past, as we didn't have it stored in air tight containers once the spool was started.   We had residual filament on the print which was removed however we are intending to tidy up the print once we have the ability to do so.   The student did not create the horse design obviously and usually these designs we do not print, however they had modified it for a purpose which may encourage other students working on along a similar line.   It conceivably could have been printed to a smaller scale.  Rafting removal (which was done by the teacher fearful of the legs breaking, which did not occur) saw the tail break.  This was kept by the teacher and will be super glued back into place once the print has been cleaned.
Next Step for Student:  None given all the circumstances, this was an extremely impressive first print for a student.
Please note: The filament used for this print was Glow-In-The-Dark.  As a consequence we raised the print temperature by the recommended 15 degrees to ensure that it was completed successfully.  This appeared to makea significant difference to the success of the print.