In this chapter, we build on Mulcahy’s (Discourse 40:93–108, 2019) provocation that ‘to know and learn affectively’, involves humans affecting and being affected by bodies, spaces, and objects. Drawing on existing contributions that place actor-network theory in relation to affect theory, we approach affects through their constitutive capacities to stabilize and re-arrange socio-material networks, instead of merely viewing affects as motivational dispositions or socially and culturally embedded. Specifically, we are interested in affordances of socio-material analyses of a particular pedagogical context: a college microbiology laboratory. In this chapter, we analyse various staging and re-staging of an object (i.e., carbonated drinks) to examine its capacity to affect and be affected by other bodies/actants that make up this pedagogical setting. In following how this object emerged at different moments alongside other actants (including but not limited to the STEPWISE pedagogy), we examine its effects in exposing, challenging, and maintaining the ‘technosociality’ (Weinstein M (Sci Educ 92:389–403, 2008)) that make up science education (bodies).