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Module 3 - Week 2

Assignments

  • [X] Task 1: Create an acrylic mold using the laser cutter to produce a biomaterial object
  • [X] Task 2: Answer the 3 reflection questions

Process

Experiment #1 : Studying materials

As this is the first time I am learning about biomaterials, I started by experimenting with 2 different recipes following the information in the presentation provided by Fab Learning.

Agar Agar Recipe:

  • Water: 300 ml
  • Agar agar power: 10 g
  • Glycerol: 20 g

Gelatine Recipe:

  • Water: 240 ml
  • Gelatine: 48 g
  • Glycerol: 24 g

Equipment and tools I used and the process of cooking the gelatine recipe. As I have not made the acrylic mold for this experiment, I used the baking and plastic trays in my kitchen.

After drying for 3 days, the material created using agar agar recipe was much thinner and flexible compared to the gelatine recipe.

Tasks in the Fab Lab

The original idea for the agar agar bioplastic was to make a sandwich bag. However, it started to develop mold after a few days, likely due to Singapore’s high humidity, which accelerated mold growth. As a result, I had to discard the sandwich bag idea. Instead, I went to the local Fab Lab and, with guidance from the instructor, successfully laser cut two door signages (“Pull” and “Push”) using the gelatine bioplastic. It was an eye-opening experience, as I had always been curious about how bioplastic would respond to laser cutting. It is now pasted on the glass door at our makerspace.

Experiment #2 : Bioplastic sun-catcher

For the task of creating a laser cut mold, I decided to make a sun-catcher. This time I wanted to add some natural materials (dried pressed flowers/leaves and feathers) into the biomaterials during the process, which means I needed a thicker mold depth to embed these items.

First, I cut 2 pieces of same design using 5mm acrylic so that when clipped together, it would give the depth of 10mm, which would be sufficient to embed the natural materials. I made 2 different mold designs, one for colored version (red) and the other without (natural).

Next, I cooked bioplastics using the gelatine recipe. This time I reduced the amount of glycerol to 5g because I wanted it to be hard when dried. The mixture was separated into 2 bowls, and I added red food dye on 1 of the mixture. Then I poured mixture into 2 different acrylic molds which have only 1 layer. About 10min later, I placed the dried leaves onto 1 mold and feathers onto the other.

After leaving it to set for approx. 30 min, I added another mold on top of each design and poured the mixture to cover the leaves and feathers. I added a straw to create a hold for the string.

3 days later, I removed the bioplastic from the mold to expose the bottom side for drying. However, I observed that there were holes appearing on the red one. After 1 week, the sun catcher with feathers was hardening but the shape was a little warped. The red one with dried leaves was completely “disintegrated”. I noticed that its center part was not fully dried and could be due to the red dye.

Overall, this exploration deepened my understanding of biomaterials through hands-on experimentation and iterative making. The process was both engaging and enjoyable, and it evoked memories of conducting exploratory science experiments in the lab during my school days, reinforcing the joy of learning through discovery.

Challenges and solutions

One key challenge was the unpredictable behaviour of biomaterials in Singapore’s humid environment, which led to mould growth and limited the functional use of agar-agar bioplastic. This highlighted the importance of considering local environmental conditions when designing sustainable materials. To address this, I reframed the outcome as a short-term prototype and treated the issue as a learning inquiry rather than a failure.

Another challenge was limited control over thickness and drying when using improvised molds and additives such as food dye and natural materials. These variables affected structural integrity, causing warping and disintegration. Moving forward, I would adopt a more iterative testing approach, starting with small samples and progressing to laser-cut acrylic molds for greater precision.

Finally, there was uncertainty in integrating biomaterials with digital fabrication, particularly laser cutting. With guidance from the local Fab Lab instructor and small test cuts, I gained confidence in experimenting with unfamiliar materials. This experience reinforced the value of experiential learning, documentation, and iteration, which closely aligns with Fab Learning Academy’s emphasis on learning through making.

Reflection Question 1:

“Have you considered sustainable practices in your teaching in the past? How? What aspects do you think should be improved in your own teaching environment?”

Yes, I have consciously integrated sustainable practices into my teaching over the years, both at the programme and classroom levels.

Following the launch of the Singapore Green Plan 2030 in 2021, sustainability became a clearer national priority, and schools were encouraged to nurture environmental stewardship through the Eco Stewardship Programme. This provided a strong foundation for embedding eco-conscious habits such as waste reduction and resource conservation into everyday school practices.

Since 2023, I have overseen Tier-2 Applied Learning Programmes (ALP) focusing on sustainability for upper primary students. Through the FIDS (Feel, Imagine, Do, Share) design thinking framework, students identify sustainability-related challenges within the school environment and develop solutions to address real-world issues. This approach allows sustainability to be taught not only as a concept, but as an applied and student-driven practice.

Even before taking on the ALP role, I had incorporated sustainable practices in my work as the makerspace teacher-in-charge since 2019. In planning initiatives such as Maker Recess, Maker Friday, and the Maker Buddy programme, I intentionally embedded the principles of the 3Rs (Reduce, Reuse, Recycle), guiding students to make responsible material choices and to view “waste” as a resource for making.

Following the revamp of the makerspace in December 2025, I further strengthened this focus by creating a highly visible recycling zone supported by a wall mural highlighting sustainable practices. I also trained Maker Buddies to take ownership of maintaining the recycling corner, empowering students to lead by example and reinforcing sustainability as a shared responsibility within the learning environment.

Reflection Question 2:

“How Digital Fabrication might support sustainable practices? When using Digital Fabrication what actions you can take to support sustainable practices?”

Digital fabrication can support sustainable practices by encouraging intentional and informed making rather than excessive trial and error. By designing and testing ideas digitally before fabrication, I help students reduce material waste and make thoughtful decisions about scale, form, and function.

In my teaching, I support sustainability by guiding students to validate designs first, conduct small test cuts or prints, justify material choices, and practise the 3Rs in the makerspace. Actions include:

  • Encourage the use of recycled, scrap, or biodegradable materials where appropriate.

  • Structure activities around iteration and reflection, so students refine designs instead of restarting from scratch.

  • Set clear norms around shared responsibility, such as material sorting, recycling, and maintaining sustainable maker routines.

  • Empower Maker Buddies to model and advocate for sustainable practices in the makerspace.

Through structured iteration, reflection, and shared responsibility, digital fabrication becomes a platform for developing environmental stewardship alongside problem-solving and design thinking skills.

Reflection Question3:

“How could you integrate both culturally reflective learning and digital fabrication into your environment? Could you come up with some project ideas using digital fabrication in which cultural diversity of students is highlighted?”

In a multicultural society like Singapore, schools play an important role in fostering racial harmony and cultural understanding. When designing learning experiences in the makerspace, I intentionally integrate culturally reflective learning by aligning maker activities with major cultural festivals celebrated by the school community. This allows students to learn about one another’s culture through hands-on making, rather than through content knowledge alone.

For example, during Lunar New Year, I curate thematic making activities such as creating Chinese lanterns and firecrackers using recycled materials like toilet rolls and used red packets, as well as designing Chinese ornaments using 3D pens. These activities are purposefully designed to allow non-Chinese students to learn about and appreciate Chinese cultural symbols and practices through shared making experiences. Making becomes a neutral and inclusive space where cultural stories are explored collaboratively.

Digital fabrication further enhances this approach by enabling students to reinterpret cultural symbols through design and personal expression. Possible projects include designing festival greeting cards using electronic cutting machines or creating simple cultural artefacts—such as a Chinese zodiac character (e.g. the Horse for 2026)—through 3D printing or laser cutting. These project structures are intentionally adaptable and can be replicated across different cultural contexts, such as Hari Raya Puasa or Deepavali, by modifying motifs, symbols, and narratives relevant to each festival.

By combining culturally responsive themes with digital fabrication, I can create an inclusive makerspace environment that celebrates cultural diversity while developing students’ design thinking, creativity, and respect for different traditions.

Tools / References / Tutorials