Module 2 - Week 2¶
Assignments¶
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[X] Task 1: Create a press-fit build kit with at least 2 different shapes using the laser cutter. The kit should have at least 5 pieces that can interlock.
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[X] Task 2: Build something with the pieces. Upload pictures in learning diary and provide a short explanation of the process.
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[X] Task 3: Answer the 3 reflection questions
Process¶
During my last visit to the local fab lab, I learnt about what ‘kerf’ means from the instructor and how it works. So to test my understanding, I have decided to choose option 1 as my assignment this week as I have not tried creating pressed-fit shapes before. I started cutting 2 different shapes using 3mm cardboard to test out the slot size. Each shape has a different slots dimension: 3mm & 2.8mm.
After trying it out, both were loosely fit. I also realised that the slot length 20mm was a little long when the shapes were interlocked.
For the second cut, I reduced the slot dimension to 2.7mm & 2.6mm. I also changed some of the slot length to 10mm, 15mm or 20mm depending on the size of each shape.
This time the shapes fitted tightly together, but I would like to make the fit even tighter so that the parts would not drop off when shaking. So for the 3rd cut, I reduced the slot dimension to 2.5mm and the fitting was much tighter.
Finally, I have chosen to cut all the shapes with 2.5mm slots. I have also added different number of slots for each shape as well as the angle and position. I had fun building a sculpture with all these shapes.
Challenges and solutions¶
| Key Challenge: | Solution: |
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| 1. Inaccurate Initial Slot Dimensions: My first test cuts used 3mm and 2.8mm slot widths—both resulted in loose fitting joints. This showed that the nominal material thickness (3mm cardboard) did not correspond exactly to the required slot width because of kerf loss during laser cutting. | 1. Iterative Prototyping to Understand Kerf: Through three rounds of cutting, I systematically reduced the slot width (2.8 → 2.7 → 2.6 → 2.5mm). This hands-on iteration helped me internalize how kerf affects the final dimension and why test cuts are essential when working with any material. |
| 2. Overly Long Slot Lengths: I initially set the slot length to 20mm. When pieces were interlocked, this length proved unsuitable for all shapes and caused instability in the structure. | 2. Customising Slot Lengths for Different Shapes: Instead of using a fixed length, I varied the slot lengths (10mm, 15mm, 20mm) depending on the shape’s size and geometry. This improved stability and showed me the importance of adapting design parameters to context rather than applying a uniform measurement. |
| 3. Difficulty Achieving the “Perfect Fit”: Even after adjusting to 2.7mm and 2.6mm, the pieces still did not fit as tightly as intended. I wanted the parts to stay together even when the sculpture was gently shaken, so further refinement was needed. | 3. Final Refinement to Achieve Tight Press-Fit: Reducing the slot to 2.5mm produced the most secure fit. This reinforced the principle that precision is crucial in digital fabrication and that prototypes are not failures—they are feedback. |
Overall Takeaway¶
This activity strengthened my understanding of kerf and press-fit mechanics, and it reminded me that iteration is a core part of the digital fabrication learning process. The adjustments made at each stage led to a well-fitting final set of pieces, allowing me to successfully build a stable sculpture. Through this process, I gained confidence in guiding students through prototyping, testing, and refining their own laser-cut designs.
Reflection Question 1:¶
How can your press-fit / 3D object be used in education? How could other teachers use it? How could you integrate it into an activity that aligns with your curriculum or standards?
Our school’s Primary 1 Art lesson introduces students to how animals can represent personal qualities through the theme “What animal represents me?”. Students learn to identify simple 2D shapes and basic 3D forms found in animals, then use plasticine or modelling clay to create their own animal sculpture that reflects their personality.
Throughout the process, students sketch shapes, explore how forms attach, and develop vocabulary to describe their artwork. The lesson concludes with a Show-and-Tell session where they explain their choices and how their sculpture represents them, demonstrating understanding of form, symbolism, and personal expression.
The laser-cut pressed fit shapes I have created is align with Digital Fabrication for kids and can become a powerful reusable teaching tool by helping students:
• explore shapes more concretely,
• understand how shapes combine into forms,
• prototype ideas before using clay,
• and talk more confidently about their artwork.
Additionally, cardboard is safer for Primary 1 students because it is lightweight, has softer edges (some shapes have sharp corners), and poses fewer handling risks compared to hard materials such as wood or acrylic. Students can also colour, decorate, or draw on the cardboard pieces, allowing them to enhance the visual appeal of their sculptures and strengthen their personal artistic expression. It is also a cost-effective option for teachers since recycled or repurposed cardboard can be used, making it a sustainable and budget-friendly material.
Other teachers can use this tool for demonstrations, group activities, scaffolding support, or cross-disciplinary learning centres. The resource aligns strongly with our school’s “SEE, EXPRESS, APPRECIATE” learning outcomes and supports the Art curriculum’s emphasis on form, exploration, imagination, and artistic processes. It also encourages play-based experimentation and builds early 21st Century Competencies such as creativity, communication, and spatial reasoning.
Reflection Question 2:¶
Have you ever built an education portfolio? Why or why not? What could be the possible advantages?
Yes, I have built my own education e-portfolio using Google Sites to document and showcase my teaching philosophy, lesson designs, and students’ learning experiences. The main reason for creating it was for job applications, as it provides a professional platform to present my work in both Art and Maker Education. Building the portfolio has helped me reflect on my teaching journey and recognize how my skills and practices have evolved over time. One major advantage is that it allows me to visually demonstrate evidence of learning, innovation, and student engagement, rather than simply describing them in words. It also serves as a living document for continuous professional growth, making it easier to update new projects, share ideas with colleagues, and communicate my educational values to potential employers or collaborators.
Visit my teaching and creative e-portfolio at: https://sites.google.com/moe.edu.sg/lipengs-e-portfolio/home
Reflection Question 3:¶
When you execute a learning activity, how do you evaluate its success? How do you keep track of possible modifications or improvements? Do you include them in your education portfolio or learning diary?
When I implement a learning activity, I evaluate its success by observing how meaningfully and confidently students engage in the process. For example, during the Primary 5 art tessellation lesson using the laser-cut acrylic manipulatives I created, I looked at whether students could explore geometric transformations independently, discuss their discoveries, and translate the hands-on exploration into their final artwork.
After each lesson, I jot down reflections about what worked well and where students struggled. I also discussed it with my senior art teacher and seek her feedback. For our Maker Recess and Makers’ Friday sessions, these notes may include pacing, materials, safety considerations, or clearer scaffolds. I also record ideas for improvements when observing students’ interactions with tools or processes. For ALP prototypes, students also present their ideas and solutions at each stage. These presentations allow me to assess their understanding, track their progress, and identify misconceptions more accurately.
I keep track of these insights in my Fab lab learning diary. This helps me document my growth as both an Art and Maker educator and provides evidence of how I continually iterate to improve learning experiences.
Tools¶
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3mm cardboard, InkScape & CraftLaser cutting machine
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References :
- Geometric Cardboard Sculptures