Integrating Makerspace Capabilities into a High School TechEd Lab
Background
The high school TechEd lab at Frederick Douglass High School in Baltimore, Maryland wanted to enhance its classroom capabilities by incorporating makerspace technologies, enabling students to work on prototypes effectively. To achieve this, the lab introduced a 3D printer, CNC machine, and laser cutter—some of the most common additive and subtractive manufacturing technologies. Additionally, the school invested in technical furniture designed to withstand heavy use and stand the test of time.
Implementation
The introduction of the 3D printer provides substantial benefits to the students by enabling hands-on learning where they could transform their digital designs into physical objects. This rapid prototyping allows students to iterate on their designs and develop problem-solving skills while encouraging creativity and innovation through experimentation with complex geometries. Teachers can now integrate the 3D printer into projects across various subjects, such as designing custom parts for robotics competitions in engineering classes and creating anatomical models in biology.
The CNC machine offers students experience in precision manufacturing, teaching them how to create detailed and accurate parts from various materials. This enhances their technical skills in operating CNC machinery, which is valuable for careers in manufacturing and engineering, and gave them insight into industrial processes, preparing them for future vocational opportunities. The CNC machine is now used in coursework related to mechanical design and manufacturing, with students designing and fabricating parts for mechanical assemblies and learning about material properties and machining techniques.
The laser cutter allows students to produce intricate cuts and engravings on a variety of materials, broadening their design possibilities and supporting a wide range of projects, from creating custom signs and artwork to developing functional components for engineering projects. The high precision and repeatability of the laser cutter teaches students about the importance of accuracy in manufacturing. Teachers can now use the laser cutter for projects in graphic design, architecture, and engineering, where students could create detailed models and prototypes, enhancing their understanding of design and production processes.
The addition of technical furniture designed to withstand heavy use ensures that the lab remains functional and safe for years to come. This durable furniture from GMI enables better organization of tools and materials, creating an efficient and productive workspace that facilitated seamless project execution.
Conclusion
The integration of a 3D printer, CNC machine, and laser cutter into the high school TechEd lab significantly enhanced the students’ learning experience by providing hands-on opportunities to work with modern manufacturing technologies. Teachers seamlessly incorporated this equipment into the curriculum, enriching the educational experience and better preparing students for future careers in engineering, design, and manufacturing. The addition of durable technical furniture further ensures that the lab could support intensive use, creating a robust and effective learning environment. This comprehensive upgrade not only fosters creativity and innovation but also equips students with valuable skills for the future.