fragrance and hand cream. The design was to create a basic mortar and pestle set, which is described by the student as a 'spoon and cup'. The set needs to be big enough for the student to use it to manufacture/mix the hand cream.
Background: The student is working with learning support with a teacher aide to produce the product. The teacher aide has not used the 3D Printer previously to produce a product, the student requires learning assistance from other students to complete set tasks. This was both (the teacher and students) first 3D Printed project. The student was a Y5 (nine year old) who typically works at curriculum level 1 (Y1 - five years old).
Timeframe: Both objects in the matching set were completed in ten hours - they could have been resized slightly given the brief, and adjustments made, but given the scale and the first print ever nature of the project this was
Size: Both prints were combined on a single run. The 'spoon' was 16cm long, 2cm high and 3cm wide. Conceivable it could have been thinner or smaller however given the student concerned the bigger item was more desirable.
What we would do differently: Our class typically personalises items such as this. Clearly it would have been easy to insert the students name into the spoon and cup, or both. This didn't happen as the skill set wasn't there yet but once this print is discussed and the student spoken with (and the staff member) then other students will assist in getting it completed.
Next Steps for Students: We are anticipating other students come on board to assist with the more detailed aspects of design. There is the obvious step of personalising the cup and spoon with either the name of the student or the business by dropping it into the cup, and then to remove rafting, as has been done on previous prints/projects.
Saturday, October 21, 2017
Monday, October 16, 2017
|Above: Design shown from above|
Background: Coming back from the school holidays a Y5 student approached me and stated that they had an original design which they had thought of during the break, to solve a practical problem. This was the students first original design meeting the expected classroom brief.
Level of Difficulty: Low - the design was straightforward and featured basic designs from the main Tinkercad interface that were then adjusted to complete the design. The original design was not personalised, so the name was added last to reflect the student and increase the difficulty
Timeframe: This design was an six hour version, with an 8mm nozzle as stated. Obviously the size of the cone was variable and could be redesigned depending on the choices of the students and the stand wouuld still function.
Size: 11cm long, 9cm wide, a width of the base plate of 5mm and a height of the cone section of the design of 9cm from the base plate.
What we would do differently: Very little, the design was original, which fits the general brief. It addressed a problem or an issue that was relevant to a student and was successfully solved by a print.
Next steps for the students: The student was able to idependenlty complete the process without any teacher interaction. With the next step would be something more complicated, another original design that would potentially include interlocking pieces or working/moving parts.
Friday, October 6, 2017
|Tap with block insert pictured right|
Background: Junior School students from another classroom had been creating a realistic sized model of a worm farm for a showcase (parents eventing). They had mocked up a model but the teacher as looking for something extra to complete the display. Our class released two students to work with the junior school students. For both sets of students this was their first original Tinkercad and 3D Printing designs.
|Tap with square insert to act as block|
Timefame: Initial prints in the series (not featured) were 45 minutes. This allowed the students to refine their design (as pictured) which put the design (including the block) at two and half hours.
Size: 7cm in length, 2cm high (the deisgn was of course hollow which included significant internal rafting which then needed to be removed using pliers).
What we would do differently: This print is a work in progress. The intended progress is to give the students design experience and advance them forward in the process. Although the 'tap' concept with initially daunting the students concerned have made an excellent start and are already looking to refine and improve their design, hopefully showing a considerable improvement and refinement as they progress with the ideas.
Thursday, October 5, 2017
|Final Print with name aspect visible.|
Background: This design and process has been described indepth before on previous posts on this blog, the difference was an addition was made, as shown in photographs, that the name of the person (in this case from the Taranaki Regional Council, the pest control officer was added to the base of the print) was added. This was for the purpose of identifying the bait station, and obviously this could be modified to introduce the name of a company or organisation or even number the bait stations in sequence for recording purposes. It was also considered that the students could produce something similar for fundraising purposes, with the name of a company, or individual added to the print run.
|Above: Hedgehog in action at night|
Size: The lettering likewise did not alter the dimensions of the design significantly, evidence from the night vision camera has identified that the Hedgehogs are unable to dislodge the bait stations from the ground by tipping them over, as once the station is buried in the ground with the
legs featured above enough resistance is created to prevent the toppling of the bait station. We have photographs of hedgehogs attempting to do just this to allow them better access at the bait.
What we would do differently: The students will be moving on to other projects as this one has been mastered, the only exception would be the production of individual bait stations in some form of economic process (such as a student market day) or gifts to the appropriate organisation associated with the school.
Tuesday, September 26, 2017
|Above: Conditioner holder with lid.|
Background: This is the final draft print of the classroom set designed described previously. In these two examples students were looking to create containers that would hold samples of conditioner and lip balm. (the cosmetics were to be produced seperately in the classroom and this is the sample box).
The students concerned were a Y4/5 classroom - nine and ten year old students. This was their first 3D Print designs, which were created by students using Tinkercad, for the first time. Students were producing a prototype with a base and a lid, and experimenting with the lid being able
|Above: Lip Balm storage container|
Level of Difficulty: Medium - the issue consistently with this set of designs and prints was the lid. The two lids in the case of both of these prints were no exception. In both cases students had designed the lids without due consideration for a reduced inner lid which would allow the lid to drop into the base. In the case of both of these designs students are going to re-design the lid and drop down the size of the lid insert so the base will work with the lid clearly in place allowing the concept to be successfully completed.
Timeframe: The heart shaped box was two and a quarter hours, the taller box featured above was five hours (both print time included the lids both printed at the same time. This was on the normal print setting, with additional rafting to support the inserts.
Size: Right - the heart shaped box has a width of 6cm across a height of 2cm, the lid being slightly smaller. The larger container had similar dimensions with the exception of the height which was 8cm. The width of both prints were 5mm and was above right from a size perspective.
What would we do differently: The boxes/containers need to have the lid reprinted because with nearly all other objects in this set the students underestimated the need to reduce the inserts allowing the lid to drop into place. The students as noted are going to redesign the lids and re-print them reducing the inserts, the bases are remaining, so overall the prototype succeeded in meeting the breif.
Wednesday, September 20, 2017
|Above: Rounded Lip Balm Design.|
Background: Next term our cluster of four schools have a showcase where the students have worked this term on a significant project. The class next door are making authentic products to showcase and as a result the students used Tinkercad to create a container for their product.
|Above: Outside 'rafting' clearly visible|
Timeframe: For producing something such as this with an 8mm nozzle (various designs are shown all with slightly different timeframe) you are looking at a six to eight hour print time. The prints are essentially variations of the same theme which is why I have group them all together in a similar post. As a consequence these prints for various reason will be reprinted shortly.
|Note lettering starting to be missing detail|
What we would do differently: The lettering will be redesigned to reflect the size of the prints - and an attempt to shift the lettering from featuring on the outside of the print to the inside. This is illustrated in the print to the left which the lettering is starting to show signs of missing parts of the font. We used an 8mm nozzle for this print, on reflection we could have shifted to a 4mm nozzle and this would have allowed more detail into the print - however the problem would have been that this would have doubled the print time and there are a number of prints in this run for the class of students that need to be completed, and this afterall is a prototype to test the production skills of the student and allow them a first attempt at 3D Printing.
Sunday, September 17, 2017
|Heart Shaped Box viewd from above.|
Background: This is the second featured print from the series previously described here. The idea was for the student to produce a product that could be marketed to the general public and this is a test pot, featuring the lip balm with the logo of the business allowing people to sample the produce.
|Lid wtih rafting present.|
Timeframe: Eight hours - 8mm nozzle size, with standard PLA. The process was completed by a Tinkercad design followed by a conversion to Cura (the new updated version) and then printed.
|Completed print with lid|
What we would do differently: The students have produced something that has solved the brief in a really positive experience for the students. They were able to design and create an original Tinkercad project which then translated extremely well into a 3D Print. It was the students first experience with 3D Printing and has allowed an original eye catching prop to be completed for their presentation.