Whakaaro · think
Sketch what you want the model to show. Set your limits: printer bed size, time, material and the thinnest part your printer can make.
Shape your bike. Every change rebuilds the 3D model, its drawing and the print files together.
Building the bike…
Solid volume adds up every part, so it is an upper estimate: overlaps count twice and real prints are partly hollow. Your slicer gives the real material and time.
One model, three views. The plan, side and front views are drawn to scale from the same numbers as the 3D model.
A student drawing for design work, not a certified engineering drawing.
Take the geometry to your printer. Check the list, then open the file in your slicer before you print.
Files sit flat on the bed with the plinth down. Colours stay in the preview only.
Starting suggestions, not a tested profile. An adult should supervise printer use and you follow your school’s workshop rules.
The learning is in the decisions you make and test. Keep your drawings and design record as evidence of your process.
Sketch what you want the model to show. Set your limits: printer bed size, time, material and the thinnest part your printer can make.
Shape the bike, then read the drawing. Which numbers did you choose, and which did the design decide for you?
Print it, find one weakness (a snapped spoke, a sagging bar) and change one setting to fix it. Explain what you changed and why.
Kupu from Te Aka Māori Dictionary: whakaaro (to think, plan), āhua (to form; shape) and whakamātau (to try, test).
Fits Years 7–10 technological modelling, design and visual communication, and computer-aided manufacturing. See a Tāhūrangi case study on modelling in DVC, Years 7–10. For NCEA, follow your teacher’s standard and conditions: this tool alone is not assessment evidence.