Tinkercad Vs. Pic Collage

 

One of the parts of Tinkercad that our students find to be fantastic is its ability to be combined with other iPads on the students iPads to help with their projects and learning.

As we noted we recently began the process of putting together some worked themed around festive season (which is primarily based around Christmas as it is the major celebration in New Zealand).   

Our students first step in this process was to use Tinkercad to design a festive themed design.  We deliberately left this open at the start, although we asked the students to remember our focus from Market Day of creativity, innovation and personalisation.   This allowed the class the freedom to create a range of designs.   Some students opted for figures, some for 'scenes' by concentrating on buildings or other features such as trees.    We did allow students to use freely available material that they could download by finding the .stl files however we have made it clear in this instance the students need to acknowledge where it is from and also adapt or modify it to ensure that they are involved in some form of creative process (as we do not allow students as a general rule to print stuff they find online).

This figure on the left was created using that rule.   The student made a number of changes before this was completed - the initial version had two hands that were up in the air, which gave the impression of the figure putting their hands up, so that was modified.

The student used the main Tinkercad interface for the details and the different aspects of the print.    We explored the possibility of the print being able to be processed as it stood - however we received a warning from Bambu studio that the print had non conformed edges and therefore was a potential issue when printing.    We have started the process of printing some of the prints in this series, and updating our master slideshow but as we constantly state on this site we are essentially running one Bambu printer for our school of 200 students and three Snapmakers so printing everything can be problematic.

Hence we have a slideshow (above in the guide/special projects tab) that details using Tinkercad but not printing in 3D.

This version shown left is the student using their iPad to project the Tinkercad design and VR/AR into the classroom setting.   The student was able to take their iPad and take it to a variety of locations around school where the figure looked like it might work and then project it into different locations.

You can project it to interact with others around school (such as in the library or outside the office, by a sign or drinking fountain etc.   You can also supersize your design so that it appears to be gigantic- bigger than a building for instance, or small and miniature so that students have to spend time searching for it - as we did with our #tinkercadhunt activity.

The students also use this opportunity to rotate their design and look for ways that they might be able to subtly improve it.   When it is projected on a larger scale details that would appear to be insignificant can take on more of a focus.

The final version of this print is shown left when it has been put through a filter on the iPad using the Pic collage app.   This has taken the original Tinkercad design and applied another AR/VR feature in this example the 'magic camera' and 'silent night 2' filter.   This has taken the image in the classroom and added detail to the figure in the form of Christmas decorations.  If you look at the background in the new image it has taken the various classroom background items and shapes and converted them into other features on display.   For instance the whiteboard has been transformed in a frosty Christmas window.   

The duration to complete the transformation was in the region of thirty seconds.   There are a wide range of filers available for different themes, a mix of freely available filters and ones that have an additional charge for their use.    

We are now going to take the final image and use it as part of a students design for a Christmas card with this scene being the front cover.  The entire process from start to finish was completed by a student over two afternoon blocks including refining and improving the design a total of ninety minutes completed by a eight year old independently.

You can view additional projects following this process by clicking on this link here or by using 'pic collage' as the search topic in the search bar.

Christmas 2025 - 3D Printing Challenges

 

Its approaching the end of the school year here in New Zealand where we are breaking from mid December until February.

As we move towards the end of the school year we also approach the festive season.   One of the most enduring series of prints that we have been producing on this blog has been based around this theme.

As we have been posting projects for over ten years we have built up a bank of resources, teaching examples and Tinkercad created projects that could be used as a discussion point inspiration.

Today we did just that, encouraging students to design something original and something festive.  We also stressed to students the importance of using the key themes from our 2025 Market Day - innovation, creativity and personalisation

You can view our 2024 Slideshow with a summary of the projects below.

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 Printing: Student Engineering Soultions

 

We are always looking for practical engineering tasks which we can pose a problem to our students with and then look at how they might apply the technology available to the students at Auroa Primary School to solve it.

One of these tasks recently involved a process attempting to limit or prevent bird nesting.   In New Zealand it is currently nearing the end of spring.  One of the issues that we have at the moment is that there are a number of birds, that are common house sparrows attempting to nest in areas around the school.  As our buildings have awnings and shelter as part of them the birds like to nest in these small confined spaces by gaining access to them and building their nests.   Not only does this pose a potential fire risk the birds droppings can be problematic not only for how they look but how that relates to a student use area of the school.

The area shown left has the student lunch eating area immediately beneath it.   As a solution to this initially bird spikes and bird netting was used to deter the birds.  Neither of these were successful as the birds nested in the bird spikes and also forced their way into the netting.   Other options such as foam etc can be worked away by the birds overtime, which then leads to them causing further mess.

The schools solution has been to engage with some parents to produce plywood wedges to deter the birds at the main location where they were gathering.   However the final part of the puzzle is the last part of the awning where the cover connects to the building.  At this point in a join or a connection that while small is large enough for the birds to access.

In this small area here (shown left) you can see the birds entrance points above the plywood wedge.  The area is relatively small but still needs to be restricted to stop the birds using it as an entrance point.

The solution is for the students to use their iPads and technology to produce a 3D Printed wedge to seal the remaining entrance point.   The students have been shown the problem and asked - how can they measure accurately the entrance point.

The first challenge to the students is how can they measure accurately and safely the size of the wedge that they need to construct to fill the gap?

The answer is by students using the measure app to do so.  Our students frequently use this tool with their iPads to measure a range of objects and in this case it is ideally suited to do so, so they don't require access to the location.

Once they were able to identify the correct dimensions of the wedge they need the design was the next follow up activity.   As per their use of Tinkercad this was a very straight forward task.

We know from experience that the PLA using in 3D Printing is robust and can last over ten years in exposed circumstances as demonstrated by some of our long term project reviews.

In this location we believe that the birds will be unable to damage or remove the prints and that they will be sheltered and there will be longevity with the designs.    The first step after the measuring was students considering basic design ideas and how they might apply them to this problem.   Once a basic shape had been created students needed to consider the design size of what they had created and attempt to AR/VR it into place.

This allowed the students to apply the design to the location where it is needed to be deployed.   Using the AR/VR function in this location took a considerable amount of care and precision to get it into the correct place where it needed to be, by doing this, such as the example shown left,   This AR/VR function is built into the Tinkecad App so students who are operating via their iPad only need this as the equipment to complete the virtual application of their CAD design.

The challenge for this activity was that the work area was something the students could not easily access - so the first students response was to produce a range of shapes that they felt would meet the brief and then print them out.   Once these have been size up the students will have a practical example that they will be able to work with that will allow them to successfully complete the task - we will detail the final print design from the students once it has been completed.

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 a friendly reminder for everyone we are working with students from New Zealand who are seven and eight year old students (in New Zealand that is Y3/4).   The younger students are designing and creating for the first year, the older students have completed one year of using Tinkercad and their iPads for design tasks.

3D Printing Student Project:: 2014 Revised Edition

 

Over four thousand days ago, in 2015 one of the very first prints or project details on this blog featured this print, which is shown left.   While the print was shared in January 2015 the actual project dates back to the following year - 2014.

The print was designed in 2014 using an iPad 2 and Tinkercad, as part of a senior school student (twelve and thirteen) year olds design portfolio.  At the time students were required to create a range of prints, note the creation process and detail improvements and changes that were made.  

This print formed part of the students digital design portfolio and original student portfolio is shown below.   The prints in the process were completed with the 3D Printers that we had at the time which were the original Ultimaker 2 Machine.    This print at the time was also printed using a basic white PLA that also glowed in the dark.

When the project was completed the student was given a copy of all of their work and additional copy was kept.  This copy was then placed outside where it has been for the past ten years.    It was recently located, identified and examined.   It has been in an exposed position with no protection for the past ten years.

The front of the print has sustained no additional damage as two marks occurred during printing.  There is some evidence of mould growth although there is no actual obvious signs of any wear or damage to the main print, it is more or less as it was when it was produced ten years ago.

The reverse of the print shows more clearly evidence of growth inside the print.  This has occurred as a result of the clips at the top of the print, they were used to attach the print to the wall - as it was a holder for a whiteboard duster.

When these were removed following the printing process (in 2014)  it created three small gaps at the top of the design.   Prints are almost always run using a default twenty percent infill.   This allowed water to enter the print at the top which then would have created the conditions for the growth of mould.  As the print has been outside, exposed to the elements it has spent ten winters outside in New Zealand and would have spent an extended time wet.

The print was printed using glow-in-the-dark filament and when testing was conducted it is still glowing as expected.   

Overall the print has maintained its structure and its integrity, with some small evidence of weathering but is essentially still able to function as was intended.

We are now going to spend some time drying the print out to see if the change in circumstances contributes to an improvement in its condition.

This continues the trend that we have established of demonstrating that 3D Prints can last an extremely long length of time whether they are numbers on display on a wall at school or a keyring that is used by students everyday.

3D Design: Inter School Challenge

 

Challenge: To produce an authentic version of the logo for another school.

This challenge was based around our junior school students taking a design from another school and taking that design and replicating it in a 3D environment to test our students CAD design skills.

We went through a number of stages with this project.  

The first was we took the logo from a prominent Auckland ADS where we are connected via a staff member.  Our students have no prior knowledge of the school, having not been aware of it or visited it before.  To do that we looked at the school website, discussed the character of the school and used tools such as Google Earth to build some knowledge about the school and the area.   Our school is very much a rural school in New Zealand, the Gardens School is urban in Auckland, New Zealand s largest city.

One of the longest discussions with our students prior to any creation focussed on the logo itself and the different features of it.   We stressed to the students about the different aspects of the design and how we could replicate it authentically.   There are some design tasks in the past that we will not attempt on the basis of making sure that is appropriate to do so. 

When we have been producing iPhone and iPad stands we have occasionally used the Versa Sign Maker to produce a finished product such as shown in this example.  In this instance we wanted to challenge the students design skills to focus on a design we felt they could replicate.

The different aspects of the font, the 'flashes' that were around the koru all proved to be challenging for the students.  We gave them physical copies of the logo and then discussed their attempts.  We focussed on the logo itself, compared it to the original and then looked at positioning, size and detail.  The students were given a free choice with the design template from Tinkercad.   Most opted for 'scribble' which allowed them to attempt the logo, although several also tried to create the logo using the geometric shapes of the main Tinkercad interface.

The feedback given to the students allowed them to modify the designs and swap ideas with each other.  The next step was to take the designs and look at using the AR/VR function of Tinkercad to project them at various locations around our school.  This also allowed the students to experiment with the scale of the designs and how it might look in a different background and environment.   By rotating and flipping the design they also could ask themselves what it might look like from different angles.

An example is like the one shown left, this basic design when projected onto the School field using the Tinkercad App and the students iPad made the object appear several stories high (in this case about 8 metres/26 feet).   There is no green screening etc required to complete this - using the iPad the students can project it at any location and the size of what they can project can be easily manipulated either small and detailed (such as #Tinkercadhunt) or oversized and attention getting (such as Ollie the Octopus).   This also allowed students to again view the design and look at the details when compared to the original.   If you compare the location of the Koru in the design left and the 'flashes' location again refinement can be seen to be needed.  This student also used the ability to change the Tinkercad design colour to accurately depict the colours from the original design.   

The next step was to incorporate the design from the students into something that we would describe as practical.  The starting point for this was the 2025 School Market Day - we created a bank of products from this event each of which could be personalised and these each could be adapted for the school - so we could make a 'The Gardens School' nightlight, glow-in-the-dark Minecraft Garden Nightlight or The Gardens Flexi Christmas Tree, iPad stand etc.

Multiple times we have mentioned on this blog the creation, the designs and the 'making' process which leads the students to create to innovate and make but might not lead each project to a 3D Print and this is another example of this.   We have started the process of selecting certain designs from the class of twenty five to look into aspects of the printing.

There is an entire detailed slideshow showing non 3D Printing projects (which are designed using an iPad and Tinkercad but do not lead to printing) located at the tab here.

The first example show left took one hour on the Bambu H2D and was designed by an eight year old student.   The student used Tinkercad, their iPad, the iPad App and the scratch tool in Tinkercad to produce this print.

We are now using this as an example and taking it back to the original question posed to the students - how close is this to the original? What needs to be refined from the design to make it more accurate? A logical next step for the students would be colour matching with the design - as the Bambu H2D can print multiple colours at one time.   The other other obvious aspect is that the print is currently a static print that is 100mm by 100mm and took one hour to print.   By introducing a hole through the design it would convert easily to a keyring.

However this is all dependent on the print, the project and the process being successful as judged by the school - we want the design, the process to be as authentic and accurate as possible to ensure that is ultimately successful.   

3D Printed: Art Stencil - Junior School

 

Challenge: To produce an original 3D Printed art stencil suitable for use in the classroom (for art).

Background: As a teacher I am always looking for inspiration for students which we can take and then apply to design, creation and ultimately 3D Printing and this project worked out extremely well with my classroom of junior (seven and eight year old students).   

It started with the purchase of the stencil shown left that was purchased at a local dollar store.  We then shared the idea with the students in the classroom and posed the question - can they use Tinkercad to create their own version so that we could use it as our own art stencil?

As a reference point from this blog we could also point to a student name stencil that we then used with spray paint from 2024 located here or the stencil made with our school laser cutter which took place last year.   

We looked at the images that were shown on the stencil, talked about what images were available to the students via Tinkercads search interface, and what images the students might be either make using Tinkercads scribble feature or finding .stl images that would be able to used to create the shape.  We then also looked at a recent production from our 2025 School Market Day, a night light where the students had used scribble to create inserts into the side of their nightlight - these were former students now in another classroom.

Step one was to push the template, instructions and details out to the students via Seesaw and allow them to respond and share a snapshot of the design.  This allowed students to create their own ideas but also look at other ideas, responses and creations.

A key question that came up was the thickness of the stencil plate, which was measured to be 1mm and a question of whether this could be reliably printed or would be too thin.   The students also discussed linking and what parts of the prints would 'fall out' during printing - which caused them to develop some ideas and will be a point moving forward.  The students were given thirty minutes to complete their designs at this stage - at which point we held a sharing session with the students to discuss designs like the one that was shown left.

The next step was for the students to refine their designs and look at what other members of classroom had either created as original shapes or located elsewhere.   There was some repetition of ideas.

The last step in this session was for the students to take their designs and experiment with projecting them into a variety of locations using the AR/VR function on Tinkercad and their iPads and the Tinkercad App

In this phase a change of background as simple as the one shown left clearly showed that details of the rocket ship and planet and sun were going to 'fall out' when the printing process was completed.  This caused some revision of the students design.

We have used the AR/VR tool extensively this year as a way for the students to produce something at the end of the production process and have a design that can be applied and shared.  There are many examples of this on this blog and we have also produced an entire slideshow of Tinkercad design ideas that don't have to lead to 3D Printing.   Our school is resourced in an amazing way - we have two hundred students and are very lucky to have three 3D Printers that we can use however we cannot always print a number of large scale projects such as a class set at once due to the time involved.    

In this instance we completed the start of the process of selected prints so that they can be used by the students, handled by the students and shared by the students.  We want the students to be able to shape their designs and examples and see what they can make using the technology to get their ideas thinking.

Level of Difficulty: Medium - the basic shape ideas from Tinkercad are easily available, the selected students who are attempting to use scribble are finding the process more challenging.  Students need to also put a hole right through their design plate.

Size: Most of the students opted for a design that was 150mm by 150mm or 160mm which took up most of the design space area.   We are very lucky to have machines with a large build plate so this could have been attempted with the goal to produce a smaller item but the initial provocation from the dollar store was a A4 sized sheet.  As for the width of the print in the example shown in this post the student opted for a 3mm thick print, which was three times the original this was done to ensure that it was robust enough to survive the printing process, we have already discussed attempting to complete this at 2mm and potentially 1mm using the Bambu H2D Printer.

Cost/Price: We would be looking at the activity using filament that will cost in the region of $1.00 NZD each.  Once the width of the print that is determined to be successful can be determined this was impact the PLA used.

Timeframe: We opted to use the Bambu H2D due to the fine detail that we were expecting with some of the designs and on regular settings this took seventy minutes for the sheet.  We could reduce this time by removing the insides of the print, which is not required to be in place for the stencil.  This then is leading itself already into a discussion with the students about a silhouette and an art activity seperate to the design may then come as a result.

It is conceivable that we will attempt to use the Snapmaker printers to complete this project and compare the results that the two machines are able to produce.   We would anticipate that the project print time with this machine would double per sheet as it stands.

What we would do differently/Next Steps for the students: As noted a lesson (art themed) on silhouette art, further refining the design - for instance in the orange example above the detail such as the inside of the smiley face will not survive the printing process as it is not attached to the base - can the students recognise this? Can they then develop their images to take this into account?

The final stage of course will be applying the process to art, that is the students using the stencil to complete some form of art such as a Mandala design or similar.