Preparing for Lasercutting

Overview

In this eighth lesson of Crafting Cultural Connections: Lasercut Jewellery, students move from designing to preparing their CAD files for manufacture. They will check dimensions, line settings, file formats and material choices, then learn how wood and acrylic are cut safely and differently. Students do not operate the lasercutter independently; the teacher manages the machine and demonstrates its use.

Learning intentions

Students will:

• prepare and save a CAD file using the school’s required lasercutter format and naming conventions
• identify the difference between cutting and engraving settings
• explain key steps in the lasercutting process for wood and acrylic
• apply safe handling procedures for materials, equipment and finished pieces
• use a checklist to identify and correct problems before manufacture

Success criteria

• I can successfully save my CAD file in the correct format and location.
• I can check that my design has suitable dimensions, closed shapes and appropriate line settings.
• I can explain how the lasercutter processes wood and acrylic.
• I can describe and follow important lasercutting and material-handling safety protocols.

Curriculum links

• Technology — developing and evaluating design outcomes for an identified need and context.
• Technology — using knowledge of materials, processes and systems to make informed design decisions.
• Technology — understanding how technological outcomes are developed, tested and produced safely.
• Key competencies — thinking; managing self; participating and contributing; using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 min · Hook and retrieval. Display a close-up image of a burnt or melted jewellery piece using the opening comparison slide and ask, “What might have gone wrong?” Students discuss possible causes with a partner, then recall one design decision from the previous lesson that affects manufacture.

2. 5–15 min · Process and safety briefing. Use the process and safety slides to explain the workflow: check the CAD file, select material, set power and speed, place and focus the material, run the job, ventilate, wait for the machine to finish, and inspect the outcome. Demonstrate that wood may char at the edge, while acrylic can melt, flame-polish or release hazardous fumes if the wrong material is used. Emphasise: only the teacher operates the machine; never use PVC or unknown plastics; keep the lid closed; do not leave the machine unattended; know the emergency stop; report smoke, flame or faults immediately; wait before opening and handle cut pieces carefully.

3. 15–25 min · Teacher demonstration. Project the CAD program and model the pre-cut checklist from the CAD preparation demonstration slides. Show how to confirm units and scale, check that all intended shapes are closed, distinguish cut lines from engraving areas, remove duplicate lines, position designs within the material boundary, and save an editable working file plus the school-approved export format, such as SVG or DXF. Students annotate their own checklist and ask clarifying questions.

4. 25–43 min · File preparation workshop. Distribute the lasercutting preparation worksheet. Students open their jewellery CAD files, complete the checks and make corrections. They save using the agreed convention, for example surname_design_material_version, then place the working and export files in the correct class folder. The teacher circulates, checking one file from each student before it is added to the cutting queue. Students who finish early peer-check a partner’s file using the safety and accuracy prompts.

5. 43–53 min · Material and settings demonstration. Show approved samples or photographs of wood and acrylic outcomes. Students use the material comparison and discussion slides to decide which material suits two sample designs and justify their choices. Discuss thickness, grain, colour, transparency, edge finish, protective film, sharp edges and safe storage. Students complete the worksheet explanation: “Wood and acrylic require different handling because…”

6. 53–60 min · Plenary and exit check. Return to the final review slides and present three scenarios: a design has open lines, a student wants to cut an unknown plastic, and a machine finishes a job but the material is still hot. Students respond with the safest action and explain why. Collect the worksheet and ask each student to state their file location, format and one safety rule before leaving.

Resources

• the complete Preparing for Lasercutting slide deck
• the lasercutting preparation worksheet
• Student CAD files and access to the approved CAD software
• Teacher computer, projector and sample CAD file
• Approved wood and acrylic samples or photographs
• Lasercutter user guide and school emergency-stop procedure
• Safety glasses, heat-resistant gloves and teacher demonstration materials
• Ventilated lasercutter area and clearly labelled material-storage locations

Assessment

• During the demonstration, question students about closed shapes, cut versus engraving lines, file formats and safe machine operation.
• Check each student’s CAD file for scale, line settings, duplicate or open lines, material suitability, correct naming and successful saving in the required folder.
• Use the worksheet and final scenarios to assess whether students can explain the process and apply safety protocols. Record students needing a further file check before the next lesson.

Differentiation

• Provide visual aids showing the workflow, icons for cut and engrave settings, a step-by-step safety checklist and a completed example file.
• Conduct the CAD demonstration slowly, repeating key actions and offering a small-group or one-to-one guided check for students who need support. Pair students strategically for peer checking.
• Provide sentence starters such as “The safest action is…” and “Acrylic differs from wood because…”; allow oral explanations or labelled diagrams where extended writing is a barrier.
• Challenge confident students to compare two material options using criteria such as edge finish, strength, appearance, waste and cultural meaning, while checking that their own file is production-ready.

Extension

• Design an additional accessory to complement the jewellery, such as a matching charm, tag, earring component or display stand. Students must explain its purpose, identify the intended material, check that it can be cut safely, and save it as a separate, correctly named CAD file.