This Baymax was started as I was modeling how to use the TinkerCad software. The movie, Big Hero 6, had been released earlier that year so I was trying to make it relative to the students for engagement purposes. Once I started modeling for a class, I would erase it all and start over the next class, however, I started thinking that it would be cool to see it completed. While the students were working on their robots I was working on Baymax. This also allowed students to observe as I worked, and ask questions on how I created a certain shape. This was a great subject because I used many different geometrical shapes, and had to figure out which shapes would be best used to cut other shapes.
I used TinkerCad.com to create this model. I usually teach my students basics of the program, and how to get around the interface.
Start- I started with cylinder shapes to create the torso, and egg shapes for the pecks. I didn't resize them proportionally all the time, only because there are some parts of the body that are oddly shaped.
For the helmet, I used a sphere to start, and I cut out the eye section with a rectangle. I had to place a smaller sphere in the helmet to show his head. I then too a hexagon and stretched it a little for the mouth area of the mask and to make it look more attached I added wedges on both sides coming out from the helmet.
The wings were very difficult. I used wedge shapes, rectangles, and custom curved shapes to create the curves on the wings.
Objectives: The student will be expected to create a 3d object by thinking critically and using problem solving skills. They will be able to plan, manage, and make informed decisions about which geometrical shapes to use to create the form they want. They will also be able to understand new technology and how it operates.
Audiences: I teach this project in high school, grades 9-11. This project would be their 3rd small project with the program, so I would say a novice skill level.
Preparation: I usually show students some keyboard shortcuts to view their objects at 360 degrees, Then I take them through the tutorials provided by the website. They need to understand the 3d platform, and how the shapes can work together to create the forms they want.
Steps: After all the preparation, I tell the students to find a cartoon or animated character they like; one with more of a geometric look/shape. When they come in to class the next day, we begin. I start with a more general character, so students can understand how and where to start on their own. I do a couple of cut-outs with the shapes to make sure they know how it works, and I let them work on their selection. As they work, I begin to walk around to answer questions. If there is a common question, or one that I feel is essential, then I refer back to my tutorial so all the students can see. Some students choose to just do a boxed figure, but that's when we have to encourage them to do something bigger and better. It is when the students are encouraged that they learn more, because they enjoy a challenge and become excited when they see the final outcome.