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Week 3

Assignments

  • [X] Task 1: Design and cut with the laser cutter a door sign that can be used in the new makerspace.
  • [X] Task 2: Document in the learning diary and include two pictures of the final object (hero shot).
  • [X] Task 3: Answer the 3 relfection questions.

Process

Project : Design and make a door sign to be used at the new school’s makerspace when the renovation is completed.

Laser cutting machine model : LionsForge Craftlaser

Materials : 3mm Basswood board, 2mm transparent acrylic panel, glue

Steps: 1) Design and sketch the door sign on paper. Open InkScape and create a 2D design of a door signage to be laser cut. Export into SVG format.

2) Upload SVG files into the g-code generator platform

Set the parameters to generate the g-code and download into an output file. Transfer the file into a SD card for laser cutting machine.

3) Switch on the machine & place the basswood board on the cutting tray. Lower the laserhead and close the tray. Start rastering and cutting. After cutting completed, setup the transparent acrylic panel and cut the slotting parts.

4) Glue the slotting parts onto the wooden door sign.

Projects completed:

Challenges and Solutions

Vector drawing:

Coming from a graphic designer background, I have many years of experience in using vector software like Adobe Illustrator, Corel Draw and InkScape. So creating the 2D drawing was easy for me.

Laser cutting process:

The first challenge was preparing the drawing for cutting, rastering and etching before generating the G-code files. I had to ensure the shapes were combined correctly for each process. It wasn’t successful for the first cut because I realized the shapes were not combined in the correct manner. I had to edit and redraw some of the parts.

The 2nd challenge was the rastering process of the OPEN/CLOSED piece, which was supposed to be double-sided. Some edges of the text were burnt through. The solution I got from the laser cutter supplier was to add a border around the text so that the laser beam would run through from the left border line to the right border line. In this manner, the beam would not ‘rest’ at the edge of the letters which was causing more burning.

I also noticed that there were ‘smearing’ marks on the wood surface. To overcome this, I placed masking tapes on the board to cover the entire cutting/rastering area, which has helped to minimize the smear.

The 2nd OPEN/CLOSED sign was successfully done, but because of the doubled-side rasterization, the edge of the wood was burnt on the second side. Instead of redoing a new piece, I decided to draw a border using a Sharpie marker to cover the burnt marks.

Assembly:

When trying to assemble the transparent acrylic slot, I realised that the 3mm wooden OPEN/CLOSED sign was thicker than the 2mm acrylic spacers, which means the sign was unable to be slotted in. So I had to cut another set of acrylic spacers and glue it together to increase the thickness and hence giving more space for the wood to slot in.

Also, I noticed that the glue has caused some ‘white’ patches after it dried. I used the same type of glue on other coloured acrylic panels before but never on a transparent one. This made me realized that I need to find a suitable glue for this purpose.

Future improvement:

  • For the OPEN/CLOSED sign, I can combine electronic cutting and laser cutting process. i.e. to cut the sign using acrylic panel and the words using vinyl stickers.

  • For the ‘white’ patches, I can add a border and cover it with vinyl stickers.

  • To attach a small white board below the door sign, allowing short messages to be written when the makerspace is “CLOSED”. (Eg: “Be back in 10min”, “Meeting in Progress”, etc..)

Reflection Question 1:

Think on one or two educational activities in which you could integrate the laser cutter at some stage of the activity. Explain briefly the activity. Do not forget to clearly indicate the learning objectives.

Activity Title: Design A Personalised Bag Tag

Target group : Grade 4/5 students

Learning Objectives:

  1. Understand the workflow of digital fabrication (design → digital model → fabrication).

  2. Apply basic vector-design skills to create a functional tag.

  3. Observe how digital designs are translated into physical products via the laser cutter.

Activity overview:

  1. Teacher shows some examples of laser-cut tags. Students brainstorm a bag tag that reflects their identity, interests, or values (initials, icons, positive words) and sketch 2–3 designs.

  2. Students recreate one design using vector-drawing software (Eg: Inkscape). Teacher introduces shapes, text, and outline functions.

  3. As students are not allowed to handle the laser-cutting machine in our school, they will observe the teacher demonstrate the laser-cutting process. Students observe safety steps, machine setup, material placement, and cutting/engraving.

  4. Students share their final bag tags. Reflect: “How does my design show who I am?” “What was hardest or most rewarding?”

This activity adds excitement and authenticity — students see their ideas become real, professional-looking products. The bag tag is functional — something students can use daily, reinforcing the connection between learning and real life.

Reflection Question 2:

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?

When using digital fabrication in class, I need to plan carefully. Since our students cannot use the laser cutter, I must handle that part myself while still keeping students involved in the design and preparation stages. Safety and clear instructions are always the top priority.

I also need to make sure the tools and tasks are age-appropriate. Some design software can be difficult, so I should give step-by-step guidance and provide templates to help students succeed. Time and materials must be well managed because digital fabrication takes several steps — from sketching and designing to cutting and finishing.

It’s important to check that design files are accurate and the materials are suitable before cutting. I also need backup plans in case of technical issues. Most importantly, the focus should stay on student learning, not just the use of technology.

Even if students can’t operate the laser cutter, they can still learn by observing, discussing, and reflecting on the process. Overall, using digital fabrication is a great way to help students build creativity, problem-solving, and confidence — as long as lessons are carefully guided and thoughtfully planned.

Reflection Question 3:

Reflect on your past educational activities. How have you considered Socio-Emotional learning (or soft-skills) when preparing the activities? Could you provide some concrete examples? How have you changed your perspective on socio-emotional learning / soft-skill / horizontal competences after this lecture.

As a K–12 makerspace teacher, I’ve noticed that many young learners tend to give up quickly when faced with challenges. This has guided me to design activities that build resilience, one of our school’s core values. To reinforce this mindset, I intentionally display posters on Growth Mindset, Executive Functioning Skills, and Resilience around the makerspace to remind students that learning is a process that involves effort, persistence, and reflection.

One example is a Math Catapult activity I designed for Grade 3 students. They used ice cream sticks and rubber bands to build their projects. Many struggled with tying the sticks and asked for help immediately. Instead of fixing it for them, I demonstrated one method and reminded them, “There’s no right or wrong way, as long as it works.” This helped students gain confidence, take risks, and see failure as part of learning.

After this week’s SEL lecture, I’ve come to view socio-emotional learning more broadly—not just as fostering persistence and self-management, but also as cultivating empathy and social awareness. Moving forward, I hope to design maker projects that help students create for others, not just for themselves.

One way I plan to do is by using our school’s Design Thinking (FIDS: Feel, Imagine, Do, Share) framework. I intend to place greater focus on the “Feel” stage, where students engage with real people or community members to understand their needs before designing. This approach encourages empathy, active listening, and purposeful creation, helping students design with others in mind. By integrating empathy into the design process, students not only develop stronger soft skills but also grow into more caring, socially responsible learners.

Tools

  • Equipment : LionsForge Craftlaser laser cutting machine

  • Vector Design software : Adobe Illustrator, InkScape

  • G-Code generating platform: https://lionsforge.com.sg/tools/