Week 3

Assignments

1. Design and cut with the laser cutter an object that can be used in your classroom (e.g. to support any of your lessons, or as part of your infrastucture)
2. Document in the learning diary what you did and include two pictures of the final object (hero shot). Explain how are you planning to use it
3. Answer the following reflection questions:
   • 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.
   • 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?
   • 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.

Process

This week, I landed on a manipulative for physics class. As my Grade 11s are currently working with the kinematic equations, I decided it would be fitting to create a tool to help easily remember/determine which equation could best solve a given problem, based on the provided values.

In Adobe Illustrator, I developed a simple design for a 100mm x 100mm frame containing the five kinematic equations. I knew that I would need two layers, if I wanted to show the variables through the window cutouts in the front. I also added a border to the outside, which I felt both framed the equations nicely and could allow it to act as a carrying container for the five variable blocks. Each block contains a single variable, corresponding to displacement, initial/final velocity, acceleration, and time. I also needed to be able to remove the blocks after placement, so I added divots to the top of each window. For the equations themselves, I took a screenshot from my instruction slides and used Illustrator’s Image Trace tool to convert them into vector shapes.

Once I was satisfied with my design, I took it to LCC’s TroTec laser engraver. I knew I was going to have to create a few test prototypes before cutting the final result, so I made a single block and window so that I could experiment with different configurations.

The first prototype was much too small to easily manipulate, so I increased the scale of the entire board to 120mm x 120mm, while increasing the windows to 12mm x 12mm. This resulted in a much more comfortable size, though the gap between the window and the block allowed too much wiggle room. I had thought that leaving 0.5mm on each side of the block would provide a comfortable fit, and that ended up much too loose. After experimenting with 0.25mm space, I finally settled on making it gapless. As the blocks already had rounded corners and the divot allowed for easy removal, this was a snug, but not constricting, fit.

With the prototyping complete, it was time to cut the final product. I loaded it into TroTec Job Control, set it to the preset values for 3.15mm MDF, and set it to work.

After cutting, it was simply a matter of assembling the three pieces together to complete the construction.

I was mostly happy with the result, but if I were to develop a second version, I would certainly need to adjust the spacing of the equations such that the blocks do not obscure important symbols in the equations (e.g. in Equation 2, the + is entirely covered by the u and v blocks, making it appear as though they are being multiplied, rather than summed.

Reflection

• Laser cutters are one of the most versatile DF tools a FabLab can have, being able to engrave, etch, or cut a variety of materials extremely accurately. This allows for not just two-dimensional designs, but also parts 3D assembly. As such, it is a tool that could enhance every aspect of teaching, whether used for a manipulative as I designed here, or for students to construct their own objects. My Grade Nines are still following the musculoskeletal system unit, and laser cutting could be used to build many things for this unit, such as a poseable hinge or pivot joint or a complete vertebral column.
• When preparing a lesson activity, my primary concern is generally engagement–introducing material in such a way that students will pay attention and find the instruction memorable. If students remember the lesson, they’ll remember the material as well. Digital fabrication can lend to a more tactile, interactive, and customisable learning experience, which greatly enhances student engagement.
• I can’t honestly say that this is something that I have ever consciously thought about in education, though I’d like to think that I model SEL skills in my interactions with students. There are rarely opportunities to directly integrate concepts of empathy and responsible decision-making into the MEQ science curriculum, though self-management plays a very large role in content-based courses like science and mathematics, as helping students to find their most effective study and practice habits is key to maximising their personal performance. My largest perspective change, I would say, is that I am now more conscious of the need to explicitly discuss these often very implicit themes.

Tools

• Adobe Illustrator
• TroTec Laser Engraver
• TroTec JobControl