3. Laser-Cut Object for the Classroom: Metals and Non-Metals Puzzle.Socio-emotional learning¶
Safety rules for the Laser cutter¶
- Never leave the laser machine unattended
- Before starting work, turn on the ventilation system to prevent excess smoke from entering the lab and accumulating within laser chamber.
- work carefully with materials
- choose the right power and speed, because if you make a mistake, which is often the case when working with cardboard, a fire can break out.
- keep the work area clean.
Laser Cutting Process¶
Design and cut with the laser cutter an object that can be used in your classroom (e.g. to support any of your lessons, or as part of your infrastucture)
This week I designed a “Metals and Non-Metals Puzzle” to help students differentiate between metals and non-metals while learning their uses. The puzzle consists of individual pieces representing elements from the periodic table. On one side, the chemical symbol of each element is engraved, and on the other, its real-life applications are described. The frame helps students sort the elements into their correct categories. The object was cut using a laser cutter in the Fab Lab.
laser parameter for choose scan or cut
Document briefly the process in your portfolio. Indicate which were the main challenges.
The main challenge I encountered was ensuring the precision of the cuts. The puzzle pieces needed to fit snugly within their frames without being too tight or too loose. Additionally, managing the text on the reverse side required careful planning so that it fit within the small area.
Include two pictures of the final object (hero shot) and explain how are you planning to use it
This puzzle will be used in chemistry lessons to reinforce students’ understanding of the periodic table. As they match elements to their uses and identify whether they are metals or non-metals, the puzzle offers an engaging and hands-on approach to learning. The final object helps students develop a deeper understanding of chemistry concepts by making connections between abstract symbols and practical applications.
Reflection questions¶
Answer the following reflection questions: Think on one or two educational activities in which you could integrate laser cutting at some stage of the activity. Explain briefly the activity. Do not forget to clear indicate the learning outcomes.
Educational Activities Involving Laser Cutting
Creating a Periodic Table Puzzle: Students will collaborate to create their own periodic table puzzles. They will be tasked with designing the layout and engraving chemical elements onto puzzle pieces using a laser cutter. By participating, students will enhance their knowledge of elements, understand their uses, and develop hands-on skills with digital fabrication tools like a laser cutter.
Reflect on your own practice. When you prepare a lesson activity what are the things that you take into consideration? What are the critical aspects? What additional aspects do you need to take into consideration if you utilize digital fabrication processes?
Making Anatomical Models: In biology lessons, students could design and cut laser-cut models of various body parts (e.g., digestive system). These models could be assembled to understand body structure and function.The activity will help students better visualize anatomical systems and integrate STEM (science, technology, engineering, and math) principles by using fabrication technology. When preparing a lesson, I consider the following aspects:
Relevance: How does the activity relate to the learning objectives?
Engagement: How can I ensure students stay interested and motivated?
Challenges: Will the activity be too difficult or too easy for the students?
Time: How much time will be required for preparation and execution? When incorporating digital fabrication, additional aspects such as machine settings, safety, and technical guidance for students need careful attention.
Reflect on your past educational activities. How have you considered Socio-Emotional learning (or soft-skills) when preparing the activities? How do you integrate these soft-skills in your education? Could you provide some concrete examples? How have changed your perspective on socio-emotional learning / soft-skill / horizontal competences after this lecture
Socio-emotional learning (SEL) plays a significant role in my lessons. For example, when preparing collaborative activities like group projects or puzzle-solving tasks, I focus on teamwork, communication, and problem-solving. One specific example is having students work together to solve a chemical puzzle, where they must communicate and discuss their understanding of elements. Since learning about SEL, I have a stronger focus on horizontal competences—skills like critical thinking, emotional regulation, and peer interaction. These aspects ensure a holistic approach to student development, not just academic growth.