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	<title>TeachIngenuity.com &#187; &#187; school &#171; TeachIngenuity.com</title>
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		<title>Laser Cutters in Schools: Safety Tips</title>
		<link>http://www.teachingenuity.com/2016/02/07/laser-cutters-in-schools-safety-tips/</link>
		<comments>http://www.teachingenuity.com/2016/02/07/laser-cutters-in-schools-safety-tips/#comments</comments>
		<pubDate>Sun, 07 Feb 2016 20:48:17 +0000</pubDate>
		<dc:creator><![CDATA[janoszd]]></dc:creator>
				<category><![CDATA[Resources]]></category>
		<category><![CDATA[exhaust]]></category>
		<category><![CDATA[filtration]]></category>
		<category><![CDATA[fire]]></category>
		<category><![CDATA[fire hazard]]></category>
		<category><![CDATA[laser]]></category>
		<category><![CDATA[laser cutter]]></category>
		<category><![CDATA[laser cutting]]></category>
		<category><![CDATA[materials]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[schools]]></category>

		<guid isPermaLink="false">http://www.teachingenuity.com/?p=491</guid>
		<description><![CDATA[<p>Laser cutters are great! These devices can easily cut flat materials including wood, cardboard, and acrylic for rapid prototyping and manufacturing. They can even inscribe or engrave those and more such as wood, metal, stone, and others.</p> <p>The price of very capable laser cutting is still dropping way down, to the point that many models [...]]]></description>
				<content:encoded><![CDATA[<p><a href="http://www.teachingenuity.com/wp-content/uploads/2016/02/IMG_1277.png"><img class="alignleft size-medium wp-image-492" src="http://www.teachingenuity.com/wp-content/uploads/2016/02/IMG_1277-300x266.png" alt="lasercuttersafety" width="300" height="266"></a>Laser cutters are great! These devices can easily cut flat materials including wood, cardboard, and acrylic for rapid prototyping and manufacturing. They can even inscribe or engrave those and more such as wood, metal, stone, and others.</p>
<p>The price of very capable laser cutting is still dropping way down, to the point that many models are attractive options for schools. But, school officials and others may not know all they should about these shiny (quite literally) objects that they might learn about at a conference or in a magazine article. So, if you’re thinking about introducing a laser cutter into your school’s maker space or STEM lab, make sure that you understand all of the important safety considerations in your planning and maintenance. Here are some basic tips for the layperson that need to be considered:</p>
<p><strong><em>1. Know Your Laser</em></strong> &#8211; for the peace of mind of your users, laser cutters are generally classified as ANSI Class 1 lasers, meaning that they are generally not hazardous to the eyes nor skin. However, any and all maintenance should be performed by a professional since many models contain more powerful lasers.</p>
<p><em><strong>2. Plan for Filtration and Exhaust</strong></em> &#8211; This is an absolute must in planning since many materials that might be cut may release harmful gases and particulate. Most late models have filtration and exhaust blowers built in for fumes caused by the material being cut. However, you need to have a plan for your exhaust, which in most models needs to be ducted through 6” pipe to somewhere. A quick side story &#8211; I once saw a large laser cutter ducted through a 6” hole that was cut into the space that a window air conditioner accordion side panel would take, meaning that when both the laser cutter and air conditioner were both turned on, the fumes were being pumped directly back into the room &#8211; no bueno! So, acquaint yourself with the manufacturer’s spec for how often to replace any filters and for proper ducting. If you’re in a school, ducting into an area in which children or others may be working or playing outside is not going to be up to code.</p>
<p><strong><em>3. Beware of Fire Hazards</em></strong> &#8211; The high intensity beam of laser light produces high temperatures, and certain materials may be caused to unintentionally ignite under certain conditions. For fire safety, keep the area in and around the laser cutter free of debris and flammable materials and vacuum regularly. Also keep a properly maintained and inspected fire extinguisher in the area.</p>
<p><em><strong>4. Know what Can or Can’t Be Cut</strong></em> &#8211; Make sure that users know the difference between safe and unsafe materials for use with the laser cutter. Widths of materials that can be cut will vary based upon the machine, so follow manufacturers’ advice. Nevertheless, here are a few yes’s, no’s and maybe’s for materials for laser cutting:</p>
<p style="padding-left: 30px;"><strong><em>Yes</em></strong> &#8211; wood, acrylic, cardboard, cork (all of a certain thickness &#8211; check manufacturer’s specs)</p>
<p style="padding-left: 30px;"><em><strong>No</strong></em> &#8211; PVC/Vinyl (produces lethal chlorine gas), teflon, nylon, polyethylene, Lexan/polycarbonate (be careful, this can be easily mistaken for acrylic), foam, Fiberglas, carbon fiber</p>
<p style="padding-left: 30px;"><em><strong>Maybe</strong></em> &#8211; plywood (check for certain glues), MDF (smells bad and known to gunk up filters), paper and tissue (may be flammable &#8211; check power settings)</p>
<p style="padding-left: 30px;"><em><strong>Others</strong></em> &#8211; metals, stone, and glass and other ceramics won’t cut, but might be engrave-able, always research other materials and check to be sure</p>
<p>Finally, as with any specialty equipment in any area of the school, make sure the staff and students are properly trained in the use of the equipment. Send a teacher to a workshop or training program, and develop safety rules and a safety test that students need to pass in order to be able to use the machine. Make sure everyone understands the rules and procedures and you’ll then have a great and powerful tool on hand to make ingenious designs!</p>
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		<title>Hallway Sitting Duty</title>
		<link>http://www.teachingenuity.com/2014/02/27/hallway-sitting-duty/</link>
		<comments>http://www.teachingenuity.com/2014/02/27/hallway-sitting-duty/#comments</comments>
		<pubDate>Thu, 27 Feb 2014 19:59:12 +0000</pubDate>
		<dc:creator><![CDATA[janoszd]]></dc:creator>
				<category><![CDATA[Education Rants]]></category>
		<category><![CDATA[duty]]></category>
		<category><![CDATA[hall duty]]></category>
		<category><![CDATA[hall monitor]]></category>
		<category><![CDATA[hallway duty]]></category>
		<category><![CDATA[hallway monitor]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[schools]]></category>

		<guid isPermaLink="false">http://www.teachingenuity.com/?p=287</guid>
		<description><![CDATA[<p>To kick off a new blog category that I will use to post rants about education in general, I’ll focus on one of my pet peeves about schools, which is what I like to call “Hallway Sitting Duty.” Walk into any school and you will find various professionals that are made to sit in the [...]]]></description>
				<content:encoded><![CDATA[<p><a href="http://www.teachingenuity.com/wp-content/uploads/2014/02/SchoolHallway.jpg"><img src="http://www.teachingenuity.com/wp-content/uploads/2014/02/SchoolHallway-300x225.jpg" alt="" title="SchoolHallway" width="300" height="225" class="alignleft size-medium wp-image-292" /></a>To kick off a new blog category that I will use to post rants about education in general, I’ll focus on one of my pet peeves about schools, which is what I like to call “Hallway Sitting Duty.” Walk into any school and you will find various professionals that are made to sit in the hall for any given period of time, usually to pester kids for their hall pass (which is another relic I’ll deal with at another time). Having done this for hours over my career, I can’t recall ever doing anything I’d consider to be critical while on hall duty.</p>
<p>If it’s that important for someone to see whatever it is the hallway monitor person can see, put a camera there instead. Not only is this kind of activity insulting to someone that spent four years in a college classroom and most likely more to get an advanced degree, it is borderline demeaning.  Teachers certainly have better things to do and accomplish in another place in the school to support their students.</p>
<p>If you’re the type that’s more convinced by numbers, let’s explore the dollars and cents. The average teacher’s salary in the US in 2013 was $56,383. A typical teacher might work 1,260 hours a year in school (not counting any time they spend on work outside of the school). So, that comes to about $45 per hour. In the seven hours school is in session per school day it’s costing the school district $315 per day for each hall monitor post. That’s a total of $56,700 per hallway post, which is FRIGHTENINGLY close to the average teacher salary per year, isn’t it? So, yes, take the number of hallway monitor spots in a building and yes, it is costing a full year teacher’s salary to have EACH one of them. Today, a pretty capable camera system will run about $100 per camera on average or less. </p>
<p>So, let’s dedicate this lost resource of time and money to some other professional needs. These folks could be coaching instruction or helping colleagues with technology instead.</p>
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		<title>Genrikh Altshuller</title>
		<link>http://www.teachingenuity.com/2011/03/13/genrikh-altshuller/</link>
		<comments>http://www.teachingenuity.com/2011/03/13/genrikh-altshuller/#comments</comments>
		<pubDate>Sun, 13 Mar 2011 13:10:07 +0000</pubDate>
		<dc:creator><![CDATA[]]></dc:creator>
				<category><![CDATA[Profiles]]></category>
		<category><![CDATA[Azerbaijan Public Institute]]></category>
		<category><![CDATA[Genrikh Altov]]></category>
		<category><![CDATA[Genrikh Altshuller]]></category>
		<category><![CDATA[high schools]]></category>
		<category><![CDATA[innovation]]></category>
		<category><![CDATA[invention]]></category>
		<category><![CDATA[inventor]]></category>
		<category><![CDATA[Israel]]></category>
		<category><![CDATA[patents]]></category>
		<category><![CDATA[school]]></category>
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		<category><![CDATA[science fiction]]></category>
		<category><![CDATA[Soviet Union]]></category>
		<category><![CDATA[TRIZ]]></category>
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		<guid isPermaLink="false">http://www.teachingenuity.com/?p=62</guid>
		<description><![CDATA[<p>Genrikh Altshuller was an engineer, inventor, scientist, journalist, and writer of science fiction and many books about inventing and innovation. He is best known as the creator of the Theory of Inventive Problem Solving known by its Russian acronym TRIZ (pronounced ‘trees’). He founded the Azerbaijan Public Institute for Inventive Creation, and was the first [...]]]></description>
				<content:encoded><![CDATA[<p>Genrikh Altshuller was an engineer, inventor, scientist, journalist, and writer of science fiction and many books about inventing and innovation. He is best known as the creator of the Theory of Inventive Problem Solving known by its Russian acronym TRIZ (pronounced ‘trees’). He founded the Azerbaijan Public Institute for Inventive Creation, and was the first President of the TRIZ Association. His science fiction was written under the pseudonym of Genrikh Altov.</p>
<p>Altshuller received his first patent at age 14 for an underwater breathing device.  In his early twenties, having gained a reputation as an inventor, many people came to him for help with their inventions and he then began his quest to develop a method for invention.  He found no existing methods and, being skeptical of the then current psychological methods of creativity, he looked to the accumulated results of invention as documented in patents.</p>
<p>Altshuller analyzed more than 200,000 patents and made several important discoveries. He defined a truly inventive problem as having one or more internal contradictions.  He discovered that there were identifiable patterns of solutions to inventive problems and abstracted more than one hundred of those patterns. He discovered that technological systems evolve over time according to patterns that have predictive power.  He also developed several methods and tools for applying this knowledge and he and his colleagues tested the validity of each of his discoveries through extensive practical work solving tough technological problems.</p>
<p>Altshuller established training and certification programs and educated hundreds of students in the use of his methods.  He engaged in continuous development of a science of invention until his health declined and further development of TRIZ passed entirely to his students and colleagues.  TRIZ was virtually unknown in the West until the early nineties. Following the collapse of the Soviet Union many TRIZ masters immigrated to the United States, Israel, and Western Europe. Development of TRIZ as a method for innovation and invention continues today and the community of practitioners has grown worldwide.  The concepts of TRIZ are used by professional inventors and engineers and are taught in many colleges and universities.  Profound enough for the professional, TRIZ principles and methods have also been successfully learned by children and youth in elementary and high schools including schools in the United States.</p>
<p>To learn more about TRIZ, click to <a title="Halliburton Associates" href="http://www.halliburtonassociates.com/" target="_blank">Halliburton Associates</a>.</p>
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