Week 9

Assignments

• [ ] Task 1: [Short description]
• [ ] Task 2: [Short description]

Process

Step 1: Research & Preparation

I began the process by reviewing the provided instructional slides on mold-making. These slides offered a clear overview of the materials, techniques, and considerations required to create a successful mold.

You can view the slides here.

Step 2: Mold Design & Fabrication

I chose to design a simple 9-inch by 9-inch mold. The design was created using Adobe Illustrator and prepared for fabrication. Once finalized, the mold was cut using the laser cutter.

You can download the design file hereLink name.

Step 3: Bio-Material Experimentation

Prior to this project, I had no experience working with bio-materials. However, my Grade 8 design students have been actively experimenting with various bio-materials over the past few months and have shown a strong interest in the topic. I invited them to guide me through the process, and they were excited to take on the role of teachers.

Together, we created two types of gelatin-based bioplastics:

A clear gelatin bioplastic A gelatin bioplastic infused with coffee grounds

Bioplastic Recipes 1. Clear Gelatin Bioplastic 2. 480 ml water 3. 36 ml glycerin 4. 6 g agar agar

Coffee Gelatin Bioplastic 1. 56 g coffee grounds 2. 480 ml water 3. 36 ml glycerin 4. 6 g agar agar

Cooking Instructions

1. Bring the water to a boil.
2. Once boiling, add the glycerin and agar agar (and coffee grounds, if using).
3. Stir continuously until the mixture becomes translucent. For the coffee version, stir until the mixture reaches a thin, consistent liquid.
4. Allow the mixture to cool slightly, then pour it into the mold.
5. Once the matrial is placed into the mold, spray and additional 2-4 sprays of glicerin on top of the mold to ensure a consistent smooth finish.
6. Let the bioplastic set for a minimum of 24–48 hours until fully molded.

Reflections on io Material Process Using a flipped classroom approach was a valuable experience for both my students and myself. Through this process, I not only learned how to create two different types of bio-materials, but I also gained deeper insight into how my students engage with the design cycle. Over the past few months, they have been experimenting extensively with these materials—testing multiple recipes for different purposes and refining them down to their most successful formulations. I was especially impressed by their ability to replicate recipes consistently and achieve reliable results.

From the students’ perspective, stepping into the role of teacher was both empowering and rewarding. It gave them an opportunity to showcase their knowledge and hard work, while reinforcing the idea that in a fabrication lab, everyone is a learner—even the teacher.

Additional Reflections 1. Several key lessons emerged from this process: 2. When pouring the liquid into the mold, it is important to place the mold in its final position first. Pouring the mixture and then moving the mold caused the liquid to spill and spread unevenly. 3. Working on a level surface is essential for producing consistent bioplastic. As seen in the images, thinner areas resulted in weaker material that cracked during the hardening process. 4. Over time, the mold began to warp. This was likely due to the wood not being thick enough, or because the clamps were not left in place long enough to maintain the mold’s shape.

Reflection

1. Have you considered sustainable practices in your teaching in the pasts? How? What aspects do you think should be improved in your own teaching environment?

Yes, sustainability has been an ongoing focus in my teaching practice. In my classroom, we have a repurpose wall that students use for almost all of their projects. The materials on this wall are continuously recycled and reused, allowing students to work creatively while minimizing waste. To further build awareness, I ask students to weigh their projects, helping them understand the physical and environmental impact of the materials they choose. At the end of each project, students are also responsible for dismantling their work and returning usable materials back to the repurpose wall.

While these practices have been effective, there is still room for improvement. I would like to introduce more intentional discussions around material life cycles, including where materials come from and where they go after use. Additionally, incorporating more bio-materials and sustainable alternatives into projects could help students explore environmentally responsible design choices in greater depth.

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

Digital fabrication can strongly support sustainable practices by reducing material waste and increasing precision. One key benefit is the ability to create virtual prototypes before producing physical objects, allowing designs to be refined digitally rather than through trial and error with materials. This significantly reduces unnecessary material use.

Machines such as laser cutters also contribute to sustainability by enabling highly accurate cuts, which minimizes waste and maximizes material efficiency. When paired with thoughtful planning—such as nesting parts closely together on a material sheet—digital fabrication tools can help ensure that materials are used as effectively as possible.

Additional sustainable actions include using recycled or reclaimed materials in fabrication, carefully selecting material thicknesses, and encouraging students to design with disassembly and reuse in mind.

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

Culturally reflective learning can be meaningfully integrated with digital fabrication by encouraging students to draw inspiration from their own cultural backgrounds, traditions, and stories when designing and making. Digital tools provide students with a platform to express identity in a personal and creative way while learning technical skills.

One possible project could involve students designing laser-cut patterns or symbols inspired by cultural motifs from their heritage, such as textiles, architecture, or traditional art forms. Another idea is to have students create digitally fabricated objects—such as stamps, tiles, or small sculptures—that represent cultural values, celebrations, or family traditions.

Students could also collaborate on a shared installation where each contribution reflects a different cultural perspective, reinforcing both diversity and community. By combining research, storytelling, and digital fabrication, students are able to see their identities reflected in the learning process while developing empathy and appreciation for the cultures of others.

Tools

• Laser cutter
• Adobe Illustraor
• Stove top
• Measuring cups
• Ingredents to make bio mateirals.