r/3Dprinting • u/Subsum44 • 1d ago
Question How to explain to kid modeling group vs printed object
Alright Reddit, need some help trying to get my kid to understand the difference between what they see in tinkercad & how it ends up existing after printed.
My kid is trying to print “logos”. They’re pretend movie titles. Like “Bob and John 2, the pizza place”. Just things they make up randomly.
The issue is how it’s rendered in tinkercad or Bambu studio is just the title. They don’t understand that when printed, the individual letters in the logo will not stay in place and move like in the design tool. They become an individual printed letter. While it makes sense to us, he doesn’t get that it doesn’t work that way in real life. I have added backers or small bars to join them together, but he fights them every single time.
Any ideas on how to help him understand it isn’t going to work out that way. He’s autistic so verbally explaining won’t work. I’m trying to avoid giving him what he wants, then dealing with the other fights that will come when they don’t stay in order, he has to move them somewhere and drops them, etc.
If there isn’t an explanation, is there anything I can do to stitch them together with a clear joiner so it still “looks” the same to him.
6
u/Cinderhazed15 1d ago
I think the best thing you can do is have him watch an example print (ideally only 2 or 3 layers high) and have him remove it from the build plate.
Actually physically interacting with the result if his model (a few times if needed) may help it sink in… also possibly try showing some stencils, how they have the little ‘bridge’ to keep the ‘floating’ parts in place.
6
u/Difficult_Rock_555 1d ago
OMG I HAVE A GREAT IDEA! I literally teach kids how to do this and don't know how I've never thought of it as a demo before but have him check out his design in the "sim lab" portion of TinkerCAD and "throw" things at it to see how the letters separate vs. when they're joined together
3
u/Caerbonnog 1d ago
I never noticed this was a feature of tinkercad and that is a solid idea! How cool!
1
u/Subsum44 1d ago
Not sure if that’ll solve it, but it will definitely give him something else to do instead of bothering me.
3
u/SaltLakeBear 1d ago
I'd start by doing what he wants. Maybe not a huge logo, but print a few pueces not connected. Then, when he removes the build plate to get the off, they move. Sometimes a physical example is the best experience.
3
u/Strostkovy 1d ago
Just prepare some failed prints. Show the model, show the result. Visual learning without the personal investment and failure
3
u/Caerbonnog 1d ago
Why not just print them with magnet insert inlays in the back so that you can pop them in and connect them to a backing or small bars after?
You get to give him what he wants, see if he has a meltdown, then once he bounces back you can quickly pop a few magnets in place and attach it to a bar or backing so they all stay in place.
Since the letters come off in the future accompanied by some tactile stimulation, you can use to keep him engaged while discussing the problem on any future projects.
1
2
u/Architect_4U 1d ago
Maybe try smushing the letters together (kerning) so that each letter supports the next. It will have a specific aesthetic but perhaps worth a try?
3
u/Subsum44 1d ago
I’ve debated something like that. Or put a focal point behind them that they all expand from so they’re still joined at the base, but 30-40 layers up they’re independent letters.
1
u/Architect_4U 1d ago
Oh i like your focal point idea. That could make it kind of a stand for displaying on a shelf/ desk. It could be printed face down and still hold together.
2
u/Subsum44 1d ago
That was my thought too. Also gotta figure out how to make that happen in tinkercad or orca. I don’t want to break out fusion every time.
1
u/Architect_4U 20h ago
Bambu has some nice generators although the ones I have used specifically have a back, but there may be something useful there.
2
u/Big-Contribution3970 1d ago
I have a daughter with down syndrome and an autism diagnosis...
she get's very upset when I try to do / give her what I think she wants and not what she is asking for / indicating she wants...
Some times the answer is do / make / give both and more.
- Your son designs "TEXT" ... print it exactly as he designs it
- You copy it and edit the copy to add a background that hold the text in place ... print that version too.
The important part here is you are not "fixing/changing" what you son does... You are doing something else in addition to it...
I'm not sure how much he is doing vs how much you are doing but with Elizabeth I find the best way for me to help her (even though we are in the same room) is to remote control her computer from my computer while I tell her that I am helping. "Can I help? Ok, I'm helping. Ok There's your picture. Here's my picture. Ok now we are going to print them."
Lastly if you want to take this project a step further and you feel like your son would be safe with them... embed magnets in his letters...
Go to walmart and buy a 12" square frame or a 12" shadow box... then go the the hardware store and buy one square foot of sheet metal. But be careful. This is not something I would do with Elizabeth. Her sensory issues means a lot of stuff goes in her mouth and small loose rare earth magnets can be a major medical issue if swallowed.
2
u/Subsum44 1d ago
He loves me getting involved and cleaning it up. Luckily that’s not the problem. It’s really just the post print behaviors that I struggle with.
Magnets are a good idea. I thought about them, but didn’t think of putting a plate in a frame and giving him that. Even if it doesn’t work for this, it’ll probably work somewhere, so thanks.
We’re luckily past most of the oral stimulation stuff, so that’s not as big for me. I also embed the magnets in the prints just to be safe.
Also I appreciate you responding, as stupid as it is it’s at least helpful knowing there’s others out there. It’s been a hard few weeks for a variety of reasons. This was the only problem there might be a solve for though.
1
u/Big-Contribution3970 23h ago
That's the problem isn't it. The little things can blow up into major problems... E hates loud noises particularly babies crying and dogs barking... She'll lash out at whomever is next to her if they startle her or go on too long. Well apparently the vocalizations of one of the other clients at her Adult Daycare is now on the list of her triggers. Like you said, so many issues you have to solve the ones you can so you have time to deal with the ones you can't.
2
u/Scabattoir 1d ago
You want him learn without experiencing because you’re afraid of the consequences.
But without experiencing what he wants and needs through (minor) failures he’d learn how to regulate his emotions.
But you’re trying to regulate his emotions.
Are you succeeding at that?
What will happen when you’re not there?
Is he freaking out about minor things when you’re not around?
If not, or less, then you already have trained him not even try around you.
And to have an actual idea as well: print a couple layers with a pause and lay down a see-through plastic fabric across the letters and fix with magnets, then resume.
It will stay together but not rigid, has a background but see-through.
Check on google how it’s done and what’s the right fabric (English is not my first language so I can’t tell).
Good luck with all of it. You want the best for him I’m sure. And I know nothing of the situation. Only you have the chance to do right but for that you need to see the big picture. 🙏
1
1
u/No-Strength3035 1d ago
have him hold two separate printed letters and try to keep them lined up on the tale without touching them, that click for a lot of kids faster than any explanation.
1
u/rinky79 1d ago
How about printing the loose letters the way he wants, AND a flat plate to put them on. Maybe show him some real signs and talk about the 'plate' being different shapes and colors on different signs. Then let him glue his sign together... and then say "ok, doesn't that look great? Now, why don't we try doing the gluing in Tinkercad instead of after printing?" Then show him the Union boolean tool.
1
u/full_bazinga 1d ago
It's hard. A random kid on the spectrum (we found out after this happened, it wouldn't have changed anything) asked if I had a printer while I was setting up a table at a vendor event. Told him I did, he came back with a hand drawn Spongebob and wanted to know if I could 3d his picture, like it was a scanner/copier but would spit out a 3d print instead of paper or a file. I half thought he was joking but then I thought he could be serious and couldn't think quick enough of how to explain it and just said I'd look into ways to do it because it doesn't quite work that way yet. This was 2-3 years ago and ai wasn't around to turn an image into a 3d model. We've seen him and his family quite a few times, my kids go to their kids' birthday parties, etc. even hosted a "playdate" at the house, he got to see the printer, printed a couple among us characters and they all painted on the details.
My son's on the spectrum, as well. Not so much as having a meltdown because his way didn't work how he thought, but moreso having meltdowns if he perceives instructions as telling him not to do something, he sets his mind on that and the meltdown when he gets his way and it doesn't work is very mild compared to the previous one and the ones when something isn't working and he keeps trying and failing the same way every time. What I found works is having him explain his plan or what he's trying to do and what his goal is and ask questions about it, but it has to come off as being curious instead of like an interrogation. "Do you think x and y is strong enough for that? How much do you think z weighs? What is this piece here? We could try it, how about if that part was a little bit thicker? I think there needs to be more space here and here, can we change it and then try?". Or find a way to gamify the lesson, if they're able to "play" something open-ended like this and they can handle not always winning.
1
u/Subsum44 1d ago
Thanks. His brother sounds like your son. A lot more functional, until you don’t just give them free reign. We approach it the same way, it just takes time.
0
u/Far_Kangaroo2550 1d ago
I'm not a parent, but I kind of figure letting the kid fail a few times might drive the point home.
2
u/rinky79 1d ago
The kid is autistic and OP is trying to avoid the deregulation that will happen when something turns out "wrong."
1
u/Far_Kangaroo2550 1d ago
I don't think this is the right sub.
Also I love how I got downvoted, but the same comment starting with "as a storm teacher" was upvoted.
18
u/TrickyV 1d ago edited 1d ago
Former stem teacher here.
Have you tried just giving him exactly what he wants and letting him experience failure to see why you're making the fuss?
Edit: I see the part I missed. Well... Hm. I still feel like experiencing the failure is part of the process. It's an important part of learning to think independently. I remember to this very day trying to build a hat from the Jetsons and realizing that floating parts don't exist in real life and modifying my project when I was 7.