Your Voice

Description

After the last two lessons, students now have basic knowledge of P2, XCS and laser processing. The pedagogical objective of this lesson will be more of a challenge for students. They need to understand and control the camera in P2 to make more laser work in different sizes. Students will insert texts and explore relative techniques in XCS to make their laser work more interesting. This might be the first time they will use semi-finished materials in their laser projects.

Objectives

By the end of class, students will be able to: 

• Insert texts and adjust parameters in XCS 

• Freely switch the distant view and close view according to the size of the material

• Feel the different laser engraving process parameters and effects in XCS

• Engrave texts on different materials successfully

Agenda

Section 1 - Introduction (5 minutes)

• Display and discuss the variety of materials that the laser can process

Section 2 - Explore (10 minutes)

• How to insert texts in XCS and set the texts with different sizes, typefaces, style and weld

• How to switch the distance view and close view in XCS

• How to change laser engraving parameters

Section 3 - Design & Create (15 minutes)

• Students to use their favourite proverbs to make the sketch

• Adjust laser engraving parameters for better effect on plywood and silicone

• Complete the laser works 

Section 4 - Presentation (10 minutes)

• Share students' laser works and proverbs

• Communicate with each other to find differences

Section 5 - Evaluate (5 minutes)

• Review the lesson objectives

• Leave questions to students to think about how to batch copy the content at once

Pre-Lesson Checklist

For the teacher:

• finished laser work

• Computer with XCS (xTool Creative Space) installed

• xTool P2 connected to the Smoke Purifier

• 12 inch*12 inch*1/8 inch basswood sheet 

• Silicone watch bands with laserable rainbow filling

For the students:

• Computer with XCS (xTool Creative Space) installed

• 12 inch*12 inch*1/8 inch basswood sheet*2/person

• Silicone watch bands with laserable rainbow filling*1 set/person

Introduction

This lesson can be started with different laser artwork from our laser society 'xTool Projects'. It includes xTool official laser projects and collections from xTool users and artists. Please show these laser pieces to students, and let them watch and find out how many types of materials can be engraved by laser. 

https://projects.xtool.com/explore/featured

Then show the sample wood board and silicone watch bands to them to discuss how they can use P2 to engrave their favourite proverbs on them.

Explore

In this part, students need to explore text relative functions in XCS and learn how to switch the distance-view camera and close-view camera for engraving different sizes of materials.

Step 1: Students will locate text insert in XCS and change the content, size, typeface and style to see what will happen.

Step 2: There are many typefaces in XCS, students can choose what they like. Some of the typefaces will lead to overlapping letters (ex. Dancing script) and the laser will burn this overlapping part twice. Ask students to brainstorm how to solve overlapping letters. But some of them will cause problems.

Step 3: At the bottom of the text setting bar, there is an option named 'Weld', select your text, try it, and see what will happen.

Step 4: Now let's put two pieces of 12 inch*12 inch basswood in P2 and check if your proverb texts can take up the entire material.

Step 5：If the proverb text takes up the entire material, change the material to silicone watch bands and reduce the size of the text to fit the bands. Invite students to refresh and watch the camera in XCS, see if they can find any problems.

Step 6: Due to the central placement of the main camera in P2, capturing images of smaller objects may result in a titled perspective, causing positional discrepancies. 

Utilize the ‘Capture close view’ button beneath the camera to pinpoint the desired processing area. Observe the laser module as the second camera adjusts its position and captures an overhead image of the specific processing location, reducing potential positioning deviations.

Design and Create

Invite students to type in their favourite proverbs in XCS, setting the text, camera and laser engraving parameters to complete their work.

Step 1: Typing the proverb in XCS and selecting the proper settings. 

Step 2: Put two pieces of 12 inch*12 inch basswood in P2 and enlarge the text until it fills the entire board. Choose and adjust the right parameters and finish the engraving. 

Step 3: Then put the silicone watch bands in P2 and switch to close view, locate the position precisely. Choose and adjust the right parameters and finish the engraving. Everyone has 4 chances. 

Suggested parameters: 

Power: 35%

Speed: 300(mm/s)

Presentation

In this session, students will show their laser works and share their creations. Teachers might ask them a few questions like 'Do you think this close-view camera is useful? Now can you do some different laser works on small pieces? How do you find the proper process parameters? Would you give these laser works to people in your life as a present?' 

Based on all the content of today's lesson, ask students about laser processing and the materials can be processed? Ask students to brainstorm more ideas about what lasers could do.

Evaluate

Now let's review some key points in this lesson and give a hint to students for Lesson 4. 

• Where can you insert text and how many types of settings can be changed? 

• Which option can remove overlapping parts of the text？

• How do you switch the camera to close view and have a straight sight of small materials?

• How many times have you tried until you found the proper parameters for silicone?

• Do you have any ideas about how to find the best parameter as soon as possible?

Lesson

Grade 7 (Mathematics) 

Model

• Acting it out, using concrete materials (e.g., manipulatives), drawing pictures or diagrams, building, programming

Grade 7 (Applied Design, Skills and Technologies) 

Defining 

• Choose a design opportunity

Computers and Communications Devices

• Strategies for identifying and troubleshooting simple hardware and software problems

Applied Technologies

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Grade 8 (Applied Design, Skills and Technologies) 

Applied Technologies

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Making

• Identify and use appropriate tools, technologies, and materials for production

Grade 9 (Applied Design, Skills and Technologies) 

Applied Technologies

• Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks

Applied Skills

• Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments

• Identify the skills and skill levels needed, individually or as a group, in relation to specific projects, and develop and refine them as needed

Making

• Use materials in ways that minimize waste

Grade 10 (Technology Explorations)

Ideating

• Identify and use sources of inspiration

Making

• Use materials in ways that minimize waste

Grade 11 (Electronics)

Applied Technologies

• Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interest

Grade 12 (Industrial Coding and Design)

Defining

• Establish a point of view for a chosen design opportunity

Grades 7, 8, 9 (ICT) C1 3.5 analyze and synthesize information to create a product

Grades 7, 8, 9 (ICT) F1 3.4 demonstrate an understanding that digital technology follows a logical order of operations

Grade 7 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• use appropriate terminology to discuss developing abilities in personal language learning and use

• listen and respond constructively to alternative ideas or opinions

• talk with others to elaborate ideas, and ask specific questions to seek helpful feedback

Grade 8 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• examine and reflect on own growth in effective use of language to revise and extend personal goals

• acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives

Grade 9 (English Language Arts) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences

• reflect on own growth in language learning and use, by considering progress over time and the attainment of personal goals

• examine and re-examine ideas, information and experiences from different points of view to find patterns and see relationships

Grade 9 (English Language Arts) Students will listen, speak, read, write, view and represent to manage ideas and information.

• synthesize ideas and information from a variety of sources to develop own opinions, points of view and general impressions

Grades 10 - 12 (ICT) F2 4.4 evaluate possible potential for emerging technologies

Grades 10 - 12 (ICT) P4 4.3 use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text

(Grade 8) CP8.12 (e) take risks by working with innovative ideas, unfamiliar styles, or media

(Grade 8) CP8.12 (f) explains original intent, why choices were made, how problems were solved, and how work might be refined or extended.

(Grade 9) CP9.12 Solve visual art problems in new and unfamiliar ways.

(a) CP9.12 Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media)

(b) experiment with new ways of using symbols and manipulation of images.

(c) Solve visual art challenges or problems in innovative ways (e.g., imaginative use of point of view, perspective, colour theory, proportion, exaggeration, or distortion).

(d) describe own decision-making and problem-solving processes, and reflect on the effectiveness of choices made.

(Design Studies 10) DEST2 Explore common principles and elements of design.

1. Identify common elements of design, including; line, form, space, texture, light, colour, type, value and pattern

2. Describe common principles of design, including; balance, proportion, scale, rhythm, emphasis, contrast, unity and harmony

(Design Studies 10) DEST3 (i) Critically evaluate the efficacy of design decisions made within the prototype.

(j) Adapt and refine the design to reflect data gleaned from the testing of prototypes.

DEST 7 (f) Reflect on the solutions to problems in a journal or portfolio.

DEST9 (d) Identify modifications to improve a current design.

DEST11 (f) Identify a variety of products that share a function but use a variety of aesthetic choices, such as colour, shape, size and surface texture.

(g) Describe how the aesthetic choices of form can detract from or enhance the functionality of a variety of products (e.g., a convertible rooftop on a car may look attractive but is not functional to heat the interior of the car in cold temperatures).

DEST12 (b) Use virtual spaces to create prototypes and models of designs.

DEST18 Critique proposed design solutions to improve overall design.

(a) Create norms for assessing work and providing feedback in a respectful and professional manner.

(g) Offer and accept feedback, constructively and effectively, to improve a design.

Grade 7 Science Learning 

7-0-1C Identify practical problems to solve. (GLO C3)

7-0-4B Construct a prototype. (GLO C3)

7-0-9B Express interest in a broad scope of science and technology-related fields and issues.

Grade 8 Science Learning 

8-0-1c ​​Identify practical problems to solve (GLO C3)

8-0-4B Construct a prototype. (GLO C3)

8-0-9b Express interest in a broad scope of science- and technology related fields and issues. (GLO B4)

Grade 10 Career Development

GLO H: Participate in lifelong learning supportive of life/work goals. SLOs 3.H.1–3.H.6

Grade 11 Applied Mathematics

11A.L.1 Analyze and prove conjectures, using inductive and deductive reasoning, to solve problems.

Grade 11 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 12 Applied Mathematics

12E5.P.1

• Explain why, in a given context, a certain degree of precision is required.

• Explain why, in a given context, a certain degree of accuracy is required.

• Explain, using examples, the difference between precision and accuracy.

Grade 12 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 7 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

Grade 8 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

Grade 9 (AVI10) - A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works

Grade 9 (TIJ10) B2.1 use appropriate tools, materials, and equipment

Grade 9 (AVI10) A1.3 document their use of the creative process in a portfolio

Grade 9 (TIJ10) B2.4 demonstrate the ability to use, maintain, and store tools and equipment properly and with care

Grade 10 (ICD20) - A1.2 use a variety of tools and processes to plan, design, and share algorithms and computational artifacts

Grade 10 (TMJ20) B2.3 use correct procedures to prepare materials for the manufacture of a product

Grade 11 (TMJ3M) B3.4 use a computer to operate and control a manufacturing system

Grade 12 (TMJ4M) B3.2 use computers to operate and control systems in the assembly or fabrication of a product

 Elementary (Mathematics, Science and Technology)

• Producing a drawing (solids, plane figures, frieze patterns and tessellations) using graphics software

Elementary (Visual Arts) 

• Line 

  • (curved, straight, etc)

• Spatial organization

Elementary (English Language Arts) 

The student follows a process in collaboration with peers that includes the following stages:

• Exploratory planning in a risk-taking environment that promotes trial and error and includes:

  • A familiar audience of peers, family and teacher

  • Writing of script, storyboard or rough draft of project

The student uses language to communicate information, experiences and point of view by:

• Sharing of information with peers and teacher

• Talking about responses and point of view with peers and teacher

• Asking and answering questions from peers and teacher

Talking through new ideas and information

Developing of new vocabulary to express new ideas and to meet the demands of different social contexts

The student uses language (talk) for learning and thinking by:

• Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:

  • Planning of a project

  • Sharing of ideas and points of view

  • Planning of a cross-curricular or mixed media project

• Practising effective strategies for problem solving:

  • Hypothesizing about, or trying out, different ways of thinking about a problem

  • Planning of or projecting of new ways to use new knowledge

  • Investigation of alternative solutions to a problem

Secondary (Visual Arts) 

Competency 1

Uses ideas to create a visual arts work

• Chooses ideas and anticipates his/her creative project

Shares his/her experience of visual arts creation

• Analyzes his/her creative intention and progress

• Identifies what he/she has learned and methods used

Competency 2

Uses ideas to create a media production

• Is open to stimulus for creation

Organizes his/her media production

• Reviews his/her choices of material and language

Shares his/her appreciation experience

• Identifies what he/she has learned and the methods used

Grades 6, 7, 8 (Visual Arts)

Create works of art using identified media and corresponding techniques appropriate to their artistic development.

• Technology - demonstrate an understanding of the elements of art and principles of design using the computer to generate images

• Create design/images on subjects, topics and themes relevant to the art and other curriculum areas

• Materials - use tools, materials and equipment safely

Grade 7 (English Language Arts)

Describe and contribute thoughts, feelings, and experiences and compare to those of their peers.

Give and respond to a variety of directions and instructions.

Grade 8 (English Language Arts)

Use language of harmony and respect,self-monitoring and adjusting as appropriate.

Give and respond to a variety of directions and instructions.

Grade 9 (Visual Arts)

Synthesize the elements of art and the principles of design to develop skills, language, techniques, and processes.

• Identify properties of a variety of media and technological processes by their sensory qualities and ability to convey message and meaning

• Manipulate and organize design elements to achieve planned compositions

• Use materials and tools safely

Critique artistic intent in their own and others’ expressive works.

• Critique the work of self and others constructively

Grades 9, 10 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine the ideas of others in discussion to clarify and extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• demonstrate active listening and respect for the needs, rights, and feelings of others

• analyse the positions of others

Grade 11 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• follow up on and extend others’ ideas in order to reflect upon their own interpretation of experiences

• ask perceptive/probing questions to explore ideas and gain information

2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

• use their awareness of the difference between formal and informal speech to interact effectively in panel discussions, formal debates, and other structured and formal situations

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• demonstrate sensitivity and respect in interaction with peers and others in both informal and formal situations

Grade 12 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas and synthesize what is helpful to clarify and expand on their own understanding

• ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

Grade 7 (Visual Arts)

GCO 2: Students will be expected to create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

• (2.1) construct art that embodies meaning

• (2.3) reflect on their artwork, identifying strengths and areas for improvement

Grade 7, 8 (Technology Education) Apply the design process to a project

Grade 7, 8 (Technology Education) Learners will implement a possible solution for communications technology need

• Select a communication medium in relation to audience and purpose (CT)

• Evaluate ways that solutions can be modified for the needs of an audience (CI/CT)

• Plan ways to share responses with an audience.

Grade 7, 8 (Technology Education) Learners will analyse how mechanical and electrical devices work

• Question how mechanical and electrical devices can be used to solve problems (COM/CT)

• Investigate how mechanical advantage is used in simple machines (COM/CT/TF)

• Analyse the efficiency of control systems in a device (COM/CI/CT/TF)

Grade 7, 8 (Technology Education) Learners will construct a product in response to audience need

• Evaluate possible modifications to the design throughout the process (CI/CT)

• Analyse steps to eliminate unsafe practices in construction (PCD/COM/CT)

• Apply safe practices for all applicable tools, machines and locations (CT/TF/PCD)

Grade 7 (Visual Arts) Learners will create purposeful and meaningful works of art 

• Investigate how studio etiquette and safe practices of arts media and tools contribute to the
  creation of works of art (CZ/PCD)

Perceiving and Responding 

6. apply critical thinking and problem- solving strategies to reflect on and respond to their own and others’ expressive works

7. understand the role of technologies in creating and responding to expressive works

Grade 8 (Visual Arts)

GCO 2: Students will be expected to create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

• Discuss art in terms of the personal meaning that is portrayed

• Identify aesthetic strengths and the potential for growth in work from their own portfolios

Grade 9 (Visual Arts)

GCO 2: Students will be expected to create and/or present, collaboratively and independently expressive products in the arts for a range of audiences

• Select, critique and organize a display of personally meaningful images from their own portfolio (2.4) acknowledge and respect individual approaches to and opinions of art (2.5) work interactively, cooperatively, and collaboratively

GCO 6: Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works

Grade 7, 8 (Visual Arts) (6.2) constructively critique their own work and the work of others

Grade 7, 8, 9 (Visual Arts) (6.4) engage in critical reflective thinking as part of the decision-making and problem-solving process

Grade 9 (Visual Arts)

GCO 1: Students will be expected to explore, challenge, develop and express ideas using the skills, language, techniques and processes of the arts

• Manipulate and organize design elements to achieve planned compositions

• Respond verbally and visually to the use of art elements in personal works and the works of others

Grade 10 (Visual Arts)

PR 6.4 engage in critical reflective thinking as part of the decision- making and problem-solving process

PR 6.6 explore alternative solutions for solving complex problems

CM 1.5 apply a variety of techniques in the art-making process, from concept to finished work

Grade 11 (Visual Arts)

1. explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts

Grade 12 (Visual Arts)

1. Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

• CM 1.3 create artwork that communicates intentions

Grades 7, 8, 9 (Visual Arts)

• explore, challenge, develop, and express ideas, using skills, language, techniques, and processes of the arts

• apply critical-thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works

L1/2 S.1 demonstrate proper care of themselves, tools, materials, equipment, products, and workspace

Grade 7, 8, 9 (Career and Technical Education)

SCO A.1 apply general safety practices and policies.

SCO C.1 demonstrate basic design and critical thinking strategies to solve technological problems

C.1.3 propose a variety of design solutions to technological problems;

Grade 7 (English Language Arts)

GCO 1: Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• express ideas and points of view using appropriate communication

GCO 2: Communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Interact with sensitivity and respect, considering the situation, audience, and purpose.

Grade 8 (English Language Arts)

express ideas and points of view using effective communication.

Visual Arts 401A

OKS10.2 demonstrate and apply knowledge of the elements of art and design

Visual Arts 501A

OKS11.1 apply proper safety skills and knowledge to themselves, others, tools, equipment, products, and the workspace

Visual Arts 621A

OKS12.4 work independently

OKS12.5 demonstrate an advancement in their development of technical skills and use of media

Design Technology 701A

A.2 Demonstrate an understanding of design: Line; Texture; Colour; Value; Shape; Form; Space.

Grade 7 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas in discussion to extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• 3.1 demonstrate active speaking and listening skills

8. Students will be expected to use writing and other forms of representation
to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

• consider others’ perspectives

• reflect on problems and responses to problems

Grade 8 (Production Technology)

3.0 evaluate the suitability of particular production materials for a particular purpose.

4.0 identify production tools and machines used for processing.

5.0 identify methods used to achieve production processes.

Grade 8 (English Language Arts)

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate active speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Key Stage 9

• demonstrate active listening and respect for the needs, rights, and feelings of others

• 3.1  demonstrate active speaking and listening skills

• 3.2  express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Grade 9 (English Language Arts)

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.1 examine their own and others’ ideas during discussion

1.2 ask questions calling for elaboration, clarification, or qualification

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate responsive speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

English 1201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• 1.1 examine their own ideas when listening

1.1 examine their own ideas when listening

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

2.1 use a range of strategies that contribute to effective informal communication

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

English 2201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.0 assess their own ideas and points of view in response to others’ ideas and questions

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

7.0 adjust language and delivery when responding personally and critically

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

9.0 evaluate how respect for others is demonstrated when interacting

Nunavut follows Alberta, Saskatchewan and Manitoba curriculum standards.

Yukon follows British Columbia curriculum standards.

Northwest Territories follows British Columbia curriculum standards.