LEGO NXT/EVO3 Robotics Extension Task: Golf Club

Club with the gaps for the pins visible

In a previous post we explained the creation of a series of golf tees that would be created using 3D Printers.  The second part of this activity was the creation and the design of the golf club. 
Challenge: To create a golf club for a EVO3/NXT Robot that would allow the Robot to play golf.
Background: Our Y7/8 students have technology (DPE) once a week.  We have been looking at activities or options that integrate aspects of technology, robotics and 3d printing.   We've previously detailed our 100 hour print speakers from 2015 as part of this process.  Students are capable of programming the robots to complete a variety of tasks - in this variation students have to program the robot to swing a golf club allowing it to hit a ball, with the goal of having the ball move into a target flag.  

Alternative design with rafting

Task: Students to plan, create and design a workable golf club to work in conjunction with a NXT Lego Robot.   Golf Club needs to be able to have the stability and strength to move an actual golf ball.
Level of Difficulty: Low (Golf Club) however it needs to be noted that the programming of the robots is a potentially extremely challenging and without the students having this knowledge the task could not be attempted.
Issues: None - the task was completed in a session with a successful print the holes for the link to the robot was the major potential issue.  However, again it should be pointed out that the programming of the robot will be a complex task further complicated by the size of the golf club and the motion to move or swing the club to successfully move the ball.
Size: 20cm (handle) 10cm head (there are two designs featured in this post of similar size).
Time Frame: Three hours.

Club attached to robotic arm 

Process: The students had involved themselves in designing the Golf Flags in a previous print then spent time programming the robots.   The final part of the process was the design and creation of a working golf club.  Tinkercad was used to design the club, it was then converted to Cura (Ultimaker 2 Software) and G-Code for a 3D Print.  The code was saved to a memory card which was inserted directly into the machine (as is standard for all of the projects featured on this site).  This is the first attempt at completing this task for students from our school.  On the basis of every time the printers have been used these designs and details would be improved on during subsequent print runs from the students.

Junior Robocup: Reprints 'Light Sabres'

The Black Lego Pin is clearly visible.

Robot 'Jedi' with Light Sabre

In a previous post we detailed the 'light sabres' that students had been built as a prop for the 'Junior Robocup' Competition involving EV3/NXT Lego Robots.

The initial print was successful, although so the students thought, however testing from the students concluded that the gap in the base of the light sabre was not narrow enough to allow a tight robotic grip - hence the students were worried about the Light Sabres slipping during performance.  In the initial print the robot is grasping the light sabre around the handle (as can be viewed from the post).  In the amended version a black pin is linking the base of the light sabre which is inserted directly into the hands of the robot - allowing for a much tighter grip during the performance as during testing the first run did not hold the light sabre.

Changes since last print: The time has been amended to 45 minutes per print and the prints feature 0.45m of filament.   The printables are fully paintable however the students are confident given the colour of the filament is suitable to give the desired effect.  All other details remain the same from the initial print.

Junior Robocup Props - Part Two

The Four Turtle Shells off the printer

Challenge: Create a high quality prop to enhance the students performance in the Junior Robocup.
Background: Students have EV3 Lego Robots for competition.  The groups of three to four students have three robots to move and interact with a theme as part of robotic dance theatre.  A key part of the performance is the costume for the competitors and the costumes - for both the students and the robots.  Traditionally the props for the robots have been made from material such as cardboard and paper.  By using the 3D printer it is possible for the students to produce more high quality costume pieces for the

The three smaller shells mounted on the bugs

robots.  The parts themselves cannot be manufactured as this is against the rules of the competition.
Task: As part of this group of students they have a role assigned to a turtle.  They had build a robot to play the role of the turtle however they used the 3D Printer to create the shell for the turtle and for three smaller turtles for the performance.
Level of Difficulty:  Medium.   The smaller turtle shells worked perfectly.  The larger shell had to be refined.  As noted with a previous post the programming for the robots had already been completed therefore the props were limited to their role and size. Issues: The larger shell was not successfully be able to mounted at this time and needs to be sanded or refined so it able to be used in conjunction with the robotic performance.
Size: The smaller shells were 5cm long and 2cm wide.  The larger object was 20cm by 15cm.

Time Frame: Forty hours for the print of all four objects.
Process: The students Y8 designed the turtle shells as part of the process using Tinkercad.  They specifically searched for a pre-created turtle shell created on Tinkercad and then used that as a basis to design the three smaller shells.   The time frame (three weeks until the competition) meant that the students wanted to minimise the production time.  The photograph to the right shows the shell attempted to be mounted on the robot (which was unsuccessful) a further front to the shell is required to complete the major design features of the turtle shell.  As previously stated these are some of the first attempts to integrate the 3D Printers with the Junior Robocup creations and designs.  It is anticipated that this will create a raft of new creations had the timeframe been more flexible then a considerable number of designs and ideas using 3D Printers would have been created.

Making Props for the Junior Robocup

Above: Light Sabre Design

Learning Challenge: Create high quality props by 3D Printing for students use with their Junior Robocup competition entries.
Background: The school regularly competes in the Junior Robocup competition, including being the 2014 New Zealand and Australian Champions.  As part of their theatre competition the students integrate theatre and robotic performance.  A key part of this is the use of 'props' which previous have been made from materials such as cardboard.  Using the 3D Printers allowed the students to create more high end props for their performance.  Allowing the use of design to create parts to integrate - although students are forbidden from manufacturing actual robotic parts for use with the robots who would be disqualified if they did so, restricting the 3D Printing to creating props.
Task: Students in this robotic performance group have a 'Star Wars' themed act and performance and wanted to use the 3D printers to create the light sabres for use in the performance.

Above: The EV3 Robot with 'Light Sabre'

Level of Difficulty: Low the creation was consisting of two basic shapes and a button.
Issues: The size of the robots dictated the size of the light sabre - the students couldn't create a longer version of the light sabre because it would interfere with the arms movements that had been programme into it.  This was the first print run for the object and the students were very pleased with the results.
Time Frame: The print was completed on 'fast' settings and took 1 hour and 45 minutes.
Size: 2-3cm in diameter and 12cm in length.
Process: The Y8 students in the class (12 and 13 year olds) had a specific prop in mind to enhance their robots performance - having designed the 'Light Sabre' the process was limited by the programming that had already been in place for the movement of the light sabre.  Therefore the length of it was limited (as a longer blade would have interfered with the current programming of the hands of the robot for the performance).   The competition is in three weeks the prop part has been completed last (with the programming of the robot the main focus).  These students are the first time to utilize the 3D Printing possible to enhance the performance.  If the past is anything to go by this will have an energising affect on other groups who will then produce increasing complex designs for props.  The greatest limiting factor will be the timeframe and the programming of the robots prior with the design coming last.  One would anticipate that the 3D Printers will be used from the start of the process in future with increasing complex props.  

3D Printed Box - Part Two

Above: Print with group name visible

Learning Challenge: For a group of students to design, create and print a functional box that was to be the location for classroom 'reward' money for excellent behavior.   This group of students designed a slot and build this into the side of the box for the insertion of the 'classroom money'.
Background: The students were inspired by the previous box print that is described in the previous classroom print.  They were looking at adding additional features to personalise the box, the name of the group of students when working collectively is the 'Smarticles' hence the labelling in the picture.  123D Design was again used in the production process instead of Tinkercad.

Above: the names printed unsuccessfully

Task: To design a functional box that would be clearly identified as belonging to a group of students that would hold classroom 'reward money'.
Level of Difficulty: High - the students in addition to the printing of the box wanted to add additional features including the name of the group and the names of the student on the box.  They neglected to included 'rafting' in the print which had an adverse affect on the printing of the groups names.
Issues: The names on the reverse of the box was unsuccessful - Fergus had an 'e' fall off his name - Jayden rather unfortunately became 'Jaden' and some of the general lettering was untidy.  This was a result of the box being printed from the base up and without rafting - both of which would have potentially resulted in a different result.  The base of the box was successful.
Time Frame: The machine registered an initial print time of thirty one hours for the print.  The lid for the box is to be printed separately but is expected to be in the 14 hour print range.
Size: 20 cm by 10 cm by 10 cm.  The size of the box is relative to the size of the 'classroom money'.'
Process: As an 1:1 iPad School the students are utilizing the App for 123d Design as Tinkercad restricts the students to working on the desktop.

3D Printed Box

Learning Challenge - We are looking at Engineering currently at school.  As part of our unit we are looking at ways to challenge the students thinking with problem challenges.  The teacher wanted the students to focus on the hinge and the lid of the box.  To inspire the students the task was to design the reward box for students for the money offered during work in class as an incentive.
Background: The student responsible for the design and creation of this project had background working on various other projects using 3D Printers that have been detailed on this site.   Of note the teacher concerned had the project designed not with Tinkercad but with another program - in this case 123D Design.  In his opinion the program is superior to Tinkercad and should be used to allow student design.
Task: Design a box including a lid and hinge and 3D Print.  Box needs to be stable with a working lid.
Level of Difficulty: High. The box featuring the lid required working and movable parts - while the print was successful had the parts not worked a significant reprint and reworking would have been required.  The hinge was potentially difficult.
Issues: The print was successful on the first attempt. There was limited imperfection on the base of one corner but this was minor and unrelated to the design of the box.
Timeframe: Once again a 'fastprint' setting was used as it was a prototype.  This included a fourteen hour print for the box and an eight hour print for the plate that functioned as the lid.  The eight hours for the lid included the pin for the hinge.
Size: 18cm in length with a depth of 10cm and a width of 10cm.   Other parts relative.
Process: As noted the design was created by a student who used not Tinkercad but 123D Design.  As with other material on this site the Ultimaker 2 (regular) was used.

3D Printed Robotic Car

The original kit that inspired the task

3DPrintCar2016 - Kizoa Video Editor - Movie Maker

This project involved the teacher creating his own version of this car. It was inspired by an original Arduino Kitset. The kitset (completed) could be ordered online in its entirety - however the task was created to create one from scratch and 3D Print it.  The exception was the car components.  These were ordered online from a New Zealand supplier for a price of $11.80.   The pieces were then printed in stages and put together to produce the final piece.

Learning Challenge: Utilizing the 3D Printer to produce a kitset car that would work to complement the motor part of the kitset (see below).   The parts needed to ensure that the motor would work.
Level of Difficulty: As a prototype the teacher wanted to complete the task first.  In addition to the regular parts of the car additional parts to house the additional components and features needed to be made and constructed.  This has been intended as a practise run before the students complete the task.
Issues: The axel space around the wheels was not clear enough which led to a restriction in the movement.  In future print runs this area of the car would need to be addressed to allow it to move freely.

The New Zealand kitset version

Timeframe: Fourteen hours for the base, twelve hours for the front bumpers and an additional twenty hours for the remaining parts of the car.  This car was printed on the 'fast/draft' setting as it was a prototype - there was concern that it would be robust enough to handle the task of the car running however this is not the case.
Size: Twenty five centimetres in length and fifteen centimetres across.
Moving Forward: The intention with this task is for the students to complete the task individually and produce their own version of this project.