Module 2 Week 1

This week I worked on using the laser cutter to turn 2D designs into 3D objects.

3D Laser Cut Projects

I worked on a press fit laser project that used tab and slots to connect the pieces. The idea was inspired by Sarah Wallace’s project called Alebrijas (thanks!!). The idea was for 7th grade science students to reinforce their genetics and natural selection lessons using a made up animal called a Larkey. According to our scenario, Larkey’s can have Tall (T) or short (t) legs and Fluffy (F) or bare (f) tails in addition to eye color and fur colorization traits. The F2 generation Larkey bodies, various legs, and tails were laser cut and assembled by students after completing a Punett Square based on F1 Parent genotypes. Students could then draw the fur and eye phenotypes on the bodies using markers or paint. The original plan was to hang the Larkey’s from the tree to represent a family tree, but I scaled the tree too small. I figured the tree could be used as one of the environments in the natural selection unit in the future.

Reflection

1. How your press-fit can be utilized in education? How other teachers could use it?

Like I mentioned above, the press fit laser objects make excellent “critters” for students to explore genetics and natural selection. Depending on the content connections, I imagine students can connect multiple examples of 3D laser cut products, like geographical landmarks, historical figures, etc. In my example, these objects would be made ahead of time by the teacher (as a DF for students), but I would love to explore the idea of students creating their own mythical creatures with specific dominant and recessive traits that they could design and make.

2. What has been your experience using Project Based Learning / Problem based learning in the past? What were the main challenges? How DF can support Project Based Learning / Problem Based learning?

Project/Problem based learning, in my experience takes a lot more effort to plan before students start. This can make PBL projects seem overwhelming to plan at first. However, once a unit like this starts, students are more engaged and autonimous learners. The teacher then becomes the facilitator of learning as they guide students through the steps. I believe students learn at a much deeper level because they take ownership of their learning. This old commercial is a great metaphor for my feelings about PBL… it’s hard, but “when you bring a herd into town, and you ain’t lost a single one of ‘em ain’t a feeling like it in the world!”

3. When organizing DF activities with kids, What are the aspects that you think should be prepared beforehand? What aspects can be improvised?

The learning standards/objects must be identified, the rubric (grading system) must be created first and shared with students so they understand how they will be evaluated. Certain scaffolds like “How to” tutorials are helpful to make ahead of time - this keeps the teacher from having to show every individual student how to use each tool/program. The outcomes or student products should be open for interpretation and not preplanned. This allows for multiple correct solutions to the problem.