Module 1 Week 3 - 13 October¶
Online Lesson Takeaways¶
- Laser Cutting
Assignments¶
Task 1: [RulCompass]¶
- Design and cut with the laser cutter product that I have invented to combine the use of ruler with compass. Hence students will not need to buy a specialised tool - compass for $2 - $6 just for use within a S2 mathematical topic of Geometrical Construction. This object can be used to solve any Geometrical construction question from Sec 1 Mathematics Syllabus to O level Syllabus in Sec 4. In other times, it can be used as a normal rule as as well to draw circles of diameter 1cm, 1.1cm 1.2cm, … to 15.7cm, 15.8cm, 15.9cm and 16cm.
Process¶
Design Process¶
- Use of pythagoras to calculate the (x,y) coordinate of each circle of the 150 circles for the drawing of the circles of various dimension from 1cm to 15cm.
- Use of excel to calculate the position of each circle.
- Use inkscape for the design and corel draw in the DFC for the laser cutting.
Laser Cutting Process¶
Task 2: [Paint a laser cut tissue box]¶
Completed artwork on the tissue box that was cut will be uploaded when completed. Tissue Box Designed by Pauline Foo
Task 3: [Reflection - Neon Light Workshop]¶
Neon Light Sign Workshop for Taiwanese Exchange Students
When I prepare for a makerspace activity for example the Neon Light Workshop, I consider the four elements of differentiation:
| Content : What students learn - | ||
|---|---|---|
| * Level of digital fabrication skills involved in the activity, | ||
| * Readiness of students (Offer ready-make design, allow references/ online search for designs | ||
| * Offered tiered tasks / optional investigation / extension activities | ||
| * Provide instruction in multiple formats (verbal instruction, samples) | ||
| * Choice (Students to choose design or even create their own designs) |
| Process : How students learn - | ||
|---|---|---|
| * Flexible groupings, | ||
| * Flexible time (Can come back another day to complete) | ||
| * Walk and observe to support when assistance is needed | ||
| * Demonstration to students or hands on 1-1 guidance |
| Product : How students demonstrate learning - | ||
|---|---|---|
| * Neon Light Sign to be a gift to anyone of their choice | ||
| * Pair share their masterpiece |
| Learning Environment : Where and with whom learning happens - | ||
|---|---|---|
| * Zoning of work benches for different tasks | ||
| * Safety briefing for tools and equipment | ||
| * Normalise failure and experimentation | ||
| * Encourage peer teaching |
| Social Emotional consideration - Growth mindset - | ||
|---|---|---|
| 1. Emphasizing of “Yet”, | ||
| 2. Use of not perfect example, | ||
| 3. Share their biggest “A-ha!” and their biggest “Oh-no!” moments, | ||
| 4. Take note of effort put in and give feedback “Your ability to perserve really paid off!”, | ||
| 5. Remind them to test their EL wire occasionally and offer alternatives if it breaks/fails. |
Reflection of Task 1¶
- Key learnings¶
-
I picked up numerous skills during the design phase. Thankful for the DFS team Seh Yong and Jonathan for their valuable support and the loan of laser cutter to cut out the prototypes.
-
Users feedback are integral component of invention. I will further improve on the design with the feedback given by students and teachers.
- Next steps or improvements¶
Feedback given by users are used to improve on the product design.
Tools¶
- Laser Cutter