Embedded Files
LASER ENGRAVER QUEUE (for use during class times; use outside of class is always first-come-first-served)
LASER ENGRAVER QUEUE (for use during class times; use outside of class is always first-come-first-served)
UV PRINTER QUEUE (for use at any time)
UV PRINTER QUEUE (for use at any time)
SHAPER ORIGIN QUEUE (for use during class times; use outside of class is always first-come-first-served)
SHAPER ORIGIN QUEUE (for use during class times; use outside of class is always first-come-first-served)
3D PRINTER QUEUES (Place your file to be printed into the Google folders of the color you want it printed in. Additionally, you MUST fill out the paper hardcopy for the desired color.)
3D PRINTER QUEUES (Place your file to be printed into the Google folders of the color you want it printed in. Additionally, you MUST fill out the paper hardcopy for the desired color.)
THURSDAY, 6/13/24
THURSDAY, 6/13/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
ALL MARS LANDER WORK IS DUE TODAY BY THE END OF THE PERIOD.
Students worked on the remaining components of the Mars Lander Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 6/11/24
TUESDAY, 6/11/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students worked on the remaining components of the Mars Lander Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 6/10/24
MONDAY, 6/10/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students worked on the remaining components of the Mars Lander Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 6/7/24
FRIDAY, 6/7/24
OBJECTIVE: Students will learn more about the various disciplines of engineering.
FIELD TRIP -- To the OSU Engineering Expo.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 6/6/24
THURSDAY, 6/6/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
LAUNCH DAY.
ASSIGNED WORK:
ASSIGNED WORK:
OSU Engineering Expo Write-Up (DUE 6/10/24)
During the OSU Engineering Expo on OSU's campus, you are to complete a brief write-up for three projects in three different disciplines. You will need to interact with senior OSU engineering students to complete this assignment. Include:
Title of the project.
Engineering discipline represented.
A rating for the project (on a scale from 0-10) as to what long-term impact this project might have. For instance, if this project is just trivial in nature and not really needed, it should be rated a zero. Briefly justify your rating.
Explain the project (at least a paragraph).
What do the OSU researchers/engineers say was the most difficult thing to overcome during their investigation?
Describe the process the OSU researchers used in completing their project? Write at least a paragraph regarding this. In order to answer this question, you will have to ask them about the process they used.
Why did the OSU researcher you talked with choose the discipline they did? How did they choose it? And are they happy with it?
Lastly, what does the person you talk to plan to do upon graduating, and why?
If you do not attend the field trip (although it is mandatory), you are to visit the OSU website and attempt to answer the above questions for three projects currently being undertaken at OSU . You do not need to do #7 or #8.
TUESDAY, 6/4/24
TUESDAY, 6/4/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 6/3/24 (ALL)
MONDAY, 6/3/24 (ALL)
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 5/30/24
THURSDAY, 5/30/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 5/28/24
TUESDAY, 5/28/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
ANNOUNCEMENT: This is the last day to submit items for 3D printing.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 5/23/24
THURSDAY, 5/23/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 5/21/24
TUESDAY, 5/21/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Mars Lander Poster Guidelines were discussed. Final posters should abide by everything listed here and further discussed in class.
Students were given the rest of the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 5/20/24 (ALL)
MONDAY, 5/20/24 (ALL)
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 5/16/24
THURSDAY, 5/16/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Each group was given a hardcopy of the Equipment Use Score Card. As students complete the use of equipment, they must get this card signed by an instructor IMMEDIATELY that day. Instructors will not go back and sign off equipment use from past days (with the exception of course of anything done up to this point). Do not lose this -- if lost, the signitures get lost with it.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 5/14/24
TUESDAY, 5/14/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 5/13/24 (ALL)
MONDAY, 5/13/24 (ALL)
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 5/9/24
THURSDAY, 5/9/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
SAFETY SCORE: Safety is our utmost concern. To encourage safe behavior, a safety score has beem implemented for the remainder of the year,. Students begin with a full score (35 points). While working in the shop and classroom over the course of the rest of the year, points will be deducted from this score each time the student is observed using a machine improperly or otherwise not complying with safety rules and procedures (including the use of phones, headphones, and air pods). Score deductions depend upon the severity of the infraction. Minor errors will not incur a deduction. So . . . best practice when you are out in the shop or working in the classroom? When in doubt about something, ASK! Before getting your phone out, ask permission -- there are times when the use of a phone (for a camera or video) are legitimate.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 5/7/24
TUESDAY, 5/7/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
ANNOUNCEMENT: Journal entries have been checked. Please go to Canvas and review the scoring rubric on Canvas and your score to see how you need to improve your journals.
ANNOUNCEMENT: Daily Timeline Procedure.
Group takes down their hardcopy timeline.
Together group members check their progress against their timeline.
If the timeline DOES NOT need adjustments, ALL COMPLETED ITEMS ARE TO BE HIGHLIGHTED ON THE HARDCOPY, and the hardcopy hung back up on the cabinet.
If changes are needed to the timeline, changes should be made (by one), a new hardcopy printed, completed items re-highlighted, and the timeline hung on a cabinet in the room.
Teachers will be able to tell, by looking at these timelines, whether or not a group is on track and whether timelines have been updated. There should never be a non-highlighted item to the left of the current date on which the timeline is reviewed.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
Return this OSU Engineering Expo Field Trip Permission Slip signed (DUE: 5/14)
MONDAY, 5/6/24 (ALL)
MONDAY, 5/6/24 (ALL)
OBJECTIVE: Students will understand the basic physics behind rockets and projectile motion.
NO PROJECT JOURNAL IS NECESSARY TODAY.
Mr. K discussed regression analysis modeling -- what you will need to do to calibrate the range of your transport systems. Reminders were also presented regarding t-testing.
Example spreadsheet used in the Regression Analysis discussion. This is an Excel spreadsheet that with four different sets of data on it. Click on one of the tabs. You will see that scatter plots have been created relating one selected independent variable to associated dependent variables. You can use this spreadsheet to experiment with using trendlines. This can be opened in either Excel or Google Sheets. The use of trendlines in both applications, while similar, is slightly different. Go to the HELP menus in either application, or Google questions when you want to know how to do something specific (even how to make a scatter plot).
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 5/2/24
THURSDAY, 5/2/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 4/30/24
TUESDAY, 4/30/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students were given the period to work on the Mars Lander Project. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 4/29/24
MONDAY, 4/29/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Students worked on the Mars Lander Project Timeline Assignment. Be sure to complete your project journal and submit it daily.
ASSIGNED WORK:
ASSIGNED WORK:
Mars Lander Project Timeline Assignment (DUE 4/30 by the end of the class period) Here is the Timeline Template you should use to start this assignment.
THURSDAY, 4/25/24
THURSDAY, 4/25/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
Energy calculations and the data necessary to do those calculations were discussed. Energy and data notes. Students were asked to do some sample calculations to ensure understanding.
Students were then allowed to do some mock-up trials of various techniques that might be used to cause unique motion of a cylinder (what will likely be their lander body) that is falling.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 4/23/24
TUESDAY, 4/23/24
OBJECTIVE: Students will understand the basic physics behind rockets and projectile motion.
A rocket enthusiast and engineer from Jacobs Engineering (Robert Braibash) was here today to explain the basic physics associated with air rockets. Much of what was presented today you will want to apply to your lander and transport to help control their motion.
Rocket Science Notes. From today's presentation -- useful information for meeting your performance goals for this project.
Students were then given the opportunity to ask questions.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 4/22/24 (ALL)
MONDAY, 4/22/24 (ALL)
OBJECTIVE: Students will utilize the tools they have been exposed to this year to solve problems.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
First, students were asked to complete the Mars Lander Partner Survey (linked to the right) for the next class project.
The next project was then introduced. Each student was provided with a hardcopy of the Mars Lander Proposal Guidelines. Students were given time to read this, and were also asked to use a pencil or other device to highlight anything they felt was really important.
This Mars Lander Project Scoring Rubric lists exactly what will be graded for this project. It reflects what is discussed in the above project description.
Students were then given the opportunity to ask questions.
ASSIGNED WORK:
ASSIGNED WORK:
Mars Lander Partner Survey (DUE TODAY)
TUESDAY, 4/16/24 (ALL)
TUESDAY, 4/16/24 (ALL)
OBJECTIVE: Students will understand what steps are necessary for a successful group project.
DAILY JOURNAL: No entry was needed today.
DREAM students briefly described their projects, and then all students contributed to a discussion centered on key activities necessary for a successful project.
ASSIGNED WORK:
ASSIGNED WORK:
Carefully read the posted Mars Lander Proposal Guidelines for Monday. On Monday, you will be assessed as to your understanding of project requirements and guidelines.
During the class discussion, all students are to write down on a piece of paper and turn in five SPECIFIC things they can and will do for the next project that will increase project success. "Time management", or even "better time management" is not specific enough; in fact, such a statement really shows little evidence of careful thought, and it certainly is too vague to be helpful. (DUE TODAY at the end of the class).
MONDAY, 4/15/24 (ALL)
MONDAY, 4/15/24 (ALL)
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
All games are due today.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions). You will not have an assigned task to do outside of class for this entry.
Students used the period to play THEIR final game.
ASSIGNED WORK:
ASSIGNED WORK:
Group and Self Evaluation #3 (DUE: TODAY)
THURSDAY, 4/11/24
THURSDAY, 4/11/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
REMINDER: Today is the last day to submit 3D print files for printing.
REMINDER: Your games and all their elements are due at the START of class on Monday, 4/15. The game is the group work. Also due from EVERYONE are two Solidworks drawings of something non-trivial that you have modelled, as well as the game project T-test assignment -- data can be shared for this, but that is it -- everyone must do this individually.
Today, all groups were given a hardcopy of the scoring rubric sheet for the Game Project. Student groups are to complete this sheet with their assessment of their score for each item and turn it in with their game on Monday.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 4/9/24
TUESDAY, 4/9/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
REMINDER: Today is the last day to submit material for printing on the school's color printer. You can of course print things on your own printer beyond this point as needed.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 4/8/24 (ALL)
MONDAY, 4/8/24 (ALL)
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 4/4/24
THURSDAY, 4/4/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students completed a Group and Self Evaluation #2 for the Game Project.
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
Group and Self Evaluation #2 (DUE: TODAY)
TUESDAY, 4/2/24
TUESDAY, 4/2/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 4/1/24 (ALL)
MONDAY, 4/1/24 (ALL)
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 3/21/24
THURSDAY, 3/21/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Mr. K checked in with each group, looking specifically at the timelines they had created last week.
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 3/19/24
TUESDAY, 3/19/24
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students completed a Group and Self Evaluation #1 for the game project.
Students were given the rest of the period to work on the Game Project.
ASSIGNED WORK:
ASSIGNED WORK:
Two groups of data are presented in this spreadsheet.(DUE: TODAY)
Make a copy of this spreadsheet.
Compute the averages for each group of data. Label these on the spreadsheet.
Perform a ttest between these groups somewhere on the spreadsheet.
Somewhere on the spreadsheet, write a statement answering the question on the spreadsheet. YOUR STATEMENT MUST REFER TO THE TTEST RESULT AND MUST SHOW CORRECT UNDERSTANDING OF HOW TTEST RESULTS ARE USED WHEN COMPARING THE AVERAGE VALUE OF TWO POPULATIONS OF DATA.
Turn this spreadsheet into Canvas.
Group and Self Evaluation #1 (DUE: TODAY)
MONDAY, 3/18/24 (ALL)
MONDAY, 3/18/24 (ALL)
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: No entry required today.
T-testing was introduced as a statistical means of determining our ability to make decisions when comparing one group of data with a second group of data. Are the means of two groups of data different because they truly are, or is the difference just the product of how we sampled and collected the data? T-tests guide us through these questions.
While no notes are posted here, much of the assignment linked to the right discusses t-tests and what they do at length.
Sample Spreadsheet Demonstrating How To Use T-Tests In Excel (pdf version).
Look for the "E" in a spreadsheet cell -- it denotes an exponent. For instance, 1.6E-7 really represents 1.6x10^-7 -- a really small number!
ASSIGNED WORK:
ASSIGNED WORK:
Game Project T-Testing Analysis Assignment (DUE: 4/15 at the beginning of class) As mentioned in class numerous times, and as noted on the Game Project Assignment description, this is an individual assignment. Partners may share data. Analysis and write-up must be completed on an individual basis to show understanding.
THURSDAY, 3/14/24
THURSDAY, 3/14/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to create a product that could be produced and sold.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
DAILY JOURNAL: Complete your Game Project Journal (see 3/12 for instructions).
Students worked during the period to complete the Game Project Timeline Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 3/12/24
TUESDAY, 3/12/24
OBJECTIVE: Students will utilize the tools they have been exposed to this year to create a product that could be produced and sold.
OBJECTIVE: Students will learn how to work as productive members of a team.
OBJECTIVE: Students will understand how to perform t-tests and will apply the results of t-tests to justify decisions and conclusions.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
DAILY JOURNAL: For the duration of this project, you are to start another journal specifically for the Game Project. Each day this website tells you to do a journal, you are to do the following things:
AT THE BEGINNING OF CLASS: insert evidence (a picture of something, screenshots of your work, a document, notes you have taken, instructions you hare written, cards you have designed, etc...) that you completed the work you were assigned to complete before this class period. (You won't have a #1 for your first journal entry).
AT THE BEGINNING OF CLASS: indicate in your journal whether each of your partners, by name, got their assigned out--of-class task completed by the start of the current class period.
AT THE END OF CLASS: indicate the concrete, measurable task you are to complete OUTSIDE of class before the next class period. (Yes, you must always have something you are going to do for the group before next time). DO NOT BE TEMPTED TO "ASSIGN" YOURSELF SOMETHING AT THE BEGINNING OF THE CLASS PERIOD AND THEN COMPLETE IT BEFORE THE END OF CLASS. The point of doing things this way, of assigning individual tasks outside of class, is to maximize time in class for necessary group work and decision making. Your group will get more done in this fashion, and this holds all members more accountable to the group.
AT THE END OF CLASS: indicate how your group is doing. Write "no problems" if there are none. However, if there are issues, not only detail them in your journal, but also COME TALK TO YOUR INSTRUCTORS.
IF ABSENT: You must still complete the above four items. This means you must be in contact with your group members. It also means you must take on more work to be completed outside of class to make up for time you aren't helping the group when gone from class.
TURN IT INTO CANVAS AT THE END OF CLASS. This will require that you budget time each day to do this.
Gantt Charts were briefly explained. Class Notes on Gantt Charts.
Students worked during the period to complete the Game Project Timeline Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Game Project Timeline Assignment (DUE 3/14 by the end of the class period) Here is the Timeline Template you should use to start this assignment.
THURSDAY, 3/7/24
THURSDAY, 3/7/24
OBJECTIVE: Students will employ design skills learned during the class to find solutions to complex, open-ended problems as a member of a group.
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: How is your group doing? Is it working well as a group? Indicate in your journal how it is going. IF THINGS ARE NOT GOING WELL . . . YOU MUST COME TELL YOUR INSTRUCTORS BEFORE COMPLETING YOUR JOURNAL. The longer you wait to let us know things are not going well, the increasingly unlikely it becomes that your instructors will be able to do anything about it.
Students were given the perior to continue game instruction development and the initial playing of their trial versions of their games.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 3/5/24
TUESDAY, 3/5/24
OBJECTIVE: Students will employ design skills learned during the class to find solutions to complex, open-ended problems as a member of a group.
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: You may need to complete this towards the end of class. Today, write down the specific things you have been assigned to do for your group BEFORE the start of the next class period.
Students were given the period to continue developing their game designs and to complete their Game Project Conceptualization Form. When finished with this, students were allowed to make their pitch to the class instructors. BE SURE THAT SOMEONE IN THE GROUP SUBMITS YOUR GOOGLE DOC OF YOUR FORM INTO CANVAS BY THE END OF THE PERIOD, EVEN IF YOU HAVEN'T GIVEN YOUR PITCH TO YOUR TEACHERS.
Students with approved pitches should start the creation of a complete test game, with all necessary parts, and a rough draft of rules. Test games should be created with paper, cardboard, etc..... You are striving to pull enough materials together so you can play your game and start refinement BEFORE starting to design and build parts. This process usually begins with a draft version of your game instructions.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 3/4/24 (ALL)
MONDAY, 3/4/24 (ALL)
OBJECTIVE: Students will employ design skills learned during the class to find solutions to complex, open-ended problems as a member of a group.
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: List the email and phone number of all members of your game group in your journal.
Students were given the period to continue developing their game designs and to complete their Game Project Conceptualization Form. When finished with this, students were allowed to make their pitch to the class instructors.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 2/29/24
THURSDAY, 2/29/24
OBJECTIVE: Students will employ design skills learned during the class to find solutions to complex, open-ended problems as a member of a group.
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Use your journal time today at the start of class to read the Game Design Project from start to finish. This will be discussed.
Game Design Project was introduced and discussed. Good and Bad Examples of Existing Games. Each group should be prepared to pitch your game idea to the instructors by no later than 3/24. At that time, groups should have a hard copy of the completed Game Project Conceptualization Form to turn in (one per group).
Game Project Scoring Rubric (Look here to see the exact point breakdown that will be used to grade your game. It reflects the points referenced in the above document describing the project).
Students were given the period to start developing their game designs and to complete their Game Project Conceptualization Form. When finished with this, students were allowed to make their pitch to the class instructors.
Students with approved pitches should start the creation of a complete test game, with all necessary parts, and a rough draft of rules. Test games should be created with paper, cardboard, etc..... You are striving to pull enough materials together so you can play your game and start refinement BEFORE starting to design and build parts.
ASSIGNED WORK:
ASSIGNED WORK:
Game Project Conceptualization Form (DUE: 3/5 by the end of class, submit form to Canvas)
TUESDAY, 2/27/24 (late start)
TUESDAY, 2/27/24 (late start)
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
OBJECTIVE: Students will employ design skills learned during the class to find solutions to complex, open-ended problems as a member of a group.
OBJECTIVE: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
DAILY JOURNAL: Instead of a daily journal entry, please complete this Partner Preference Survey. This survey will help us create teams for the next project that we will begin next week.
Students used the period to work on current projects.
Students finished with the wind spinner project were asked to help sand and finish the Sign of the Times Signs.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 2/26/24 (ALL)
MONDAY, 2/26/24 (ALL)
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
DAILY JOURNAL: There was no journal today. Instead, students completed this short Career Goal Survey. This is mandatory, not optional.
Students used the period to work on current projects.
Students finished with the wind spinner project were asked to help sand and finish the Sign of the Times Signs.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 2/22/24
THURSDAY, 2/22/24
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
DAILY JOURNAL: For several reasons, instructors usually print student files on the 3D printers. What two things must you do to get an electronic model that you have created 3D printed? Be specific and complete in your response.
To print on the 3D printers, you must take your Solidworks file and turn it into a Zcode file using the Z-Suite software. These instructions (also located on the CV safety page for the 3D printers) walks you through this process: Instructions for Using Z-Suite and Printing on the Zortrax 3D Printers. You should have encountered these when doing the last assignment.
A printable file meeting the Blowin' In the Wind Design Project's criteria must be placed within the appropriate 3D Printer Queue Folder that is linked above on this calendar page, AND the information filled out on the appropriate hard copy queue, by no later than 2/27. BOTH OF THESE THINGS MUST HAPPEN IF YOUR FILE IS TO BE PRINTED. THE HARD COPY IS HOW INSTRUCTORS KNOW THINGS NEED TO BE PRINTED; THE ELECTRONIC FILE OF COURSE IS NECESSARY TO PRINT YOUR FILE.
Students used the period to model their wind spinner for the Blowin' In the Wind Design Project in Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 2/20/24
TUESDAY, 2/20/24
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
DAILY JOURNAL: There was no daily journal today. Instead, students were asked to take some notes regarding 3D printer.
Students were given this Zortrax 3D Printer Introduction Assignment, intended to introduce them to the school's 3D printers. If you are needing all the class time to complete Solidworks assignments, this assignment should be completed outside of class. All you need to complete this assignment is access to the internet. Please let your instructors know if this is a problem for you.
For the remainder of the period, students worked on the Blowin' In the Wind Design Project and/or the 1st Semester Wrap-Up Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Zortrax 3D Printer Introduction Assignment (DUE 2/22, at the beginning of class)
MONDAY, 2/19/24 (ALL)
MONDAY, 2/19/24 (ALL)
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
DAILY JOURNAL: There was no journal today.
The use of lofts, the flex feature, and the patterning feature in Solidworks is demonstrated in this Loft, Flex, and Pattern Features in Solidworks Video. Students watched this video first today.
When done with the Mug Assignment, students should start this Blowin' In the Wind Design Project, working on the Solidworks part first. NOTE: to finish the drawing of your part, you will need to generate a 3D print file using the Z-suite software. This software will be discussed next period (instructions are posted for next period already). Both the drawing and the 3D print file are due on the same day.
For the remainder of the period, students worked on the Blowin' In the Wind Design Project.
ASSIGNED WORK:
ASSIGNED WORK:
When finished with your Mug Design, watch this Loft, Flex, and Pattern Features in Solidworks Video (DUE: TODAY)
Before starting the design of your wind spinner, please watch this Wind Spinner Modelling Video in which Mr. K demonstrates how he created his wind spinner. Your spinner should be substantially different than his, but many of the same tools, techniques, and considerations should be used. Spinners that are too similar to the example will receive score deductions (because we are measuring your ability to utilize these new tools in new ways) (DUE: TODAY)
Blowin' In the Wind Design Project
Blowin' In The Wind -- Hand-drawn sketch with outline of steps to be used in Solidworks to create your wind spinner (DUE 2/20, at the beginning of class)
Blowin' In The Wind -- Printable File placed in one of the online Google folder queues, as well as the associated hard copy queue filled out (DUE 2/27)
Blowin' In The Wind -- Solidworks Drawing (DUE 2/27)
Blowin' In The Wind -- Wind spinner printed (DUE 3/5)
THURSDAY, 2/15/24
THURSDAY, 2/15/24
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
ANNOUNCEMENT: Students are to complete the CVHS Trade Fair Write-Up while attending the CVHS Trade Fair on Friday, 2/16.
DAILY JOURNAL: In a previous video, you watched Mr. K create a mug. Explain what he does so that there are no parts of the handle he makes left sticking within the inside of his mug.
Most students worked on the Personal Mug Design Assignment.
Some students who were ahead poured epoxy for the Sign of the Times signs.
ASSIGNED WORK:
ASSIGNED WORK:
CVHS Trade Fair Write-Up (DUE: 2/19) If absent (excused) on 2/16, please do #2a, c, d, e, and f by looking into two companies or trades in an online fashion. Indicate this is what you had to do on the document you turn in.
TUESDAY, 2/13/24
TUESDAY, 2/13/24
OBJECTIVE: Students will be able to utilize revolves and sweeps in Solidworks.
DAILY JOURNAL: Answer these questions related to the videos you should have watched yesterday:
You have a circle on a sketch and you have an axis drawn right down the middle of it. But when you go to revolve it with the Revolve Feature in Solidworks, it won't revolve -- you get an error warning. What is wrong and what do you need to do to make a solid sphere by revolving this sketch that is initially a circle?
How many sketches are required before a sweep feature can be created? What is the purpose of each sketch?
Students used the period to:
Complete drawings for the Step Block, Wedge Block, and Linkage.
Complete the Personal Mug Design Assignment.
If done with this, assist the instructors in setting up signs for epoxy pouring. This will take place on Thursday during class.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 2/12/24 (ALL)
MONDAY, 2/12/24 (ALL)
OBJECTIVE: Students will be able to utilize revolves and sweeps in Solidworks.
DAILY JOURNAL: You have created a part in Solidworks. Now you wish to make a drawing of this part. Unfortunately, when you import the front view into your drawing, it is not oriented correctly. To fix the view's orientation, first you must select the view. Next, you can do two things (one or both might be needed). In your journal today, describe what these two things are. Including screen shots of these two tools can help minimize what you have to write in your journal, but don't just include screen shots without some description.
The next assignment in Solidworks will require using two new features: revolves and sweeps. Students first watched these features being demonstrated in this Revolves, Sweeps, and Reference Planes in Solidworks Video.
This Personal Mug Modelling Video demonstrates the general process of how you might go about modelling your own mug in Solidworks. If you find you don't know where to start, or run into trouble while working on today's assignment, try watching this video -- it should help.
For the remainder of the period, students worked on the Personal Mug Design Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Revolves, Sweeps, and Reference Planes in Solidworks Video (DUE: TODAY)
Watch this Personal Mug Modelling Video (DUE: TODAY)
Personal Mug Design Assignment (DUE 2/19)
THURSDAY, 2/8/24
THURSDAY, 2/8/24
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
ANNOUNCEMENT: Be sure your drawing views are oriented in the same fashion they are in the PDF's that your instructors have provided you. If needed, view this Changing a Drawing View Orientation in Solidworks Video to find out how to alter your view orientations in a drawing. Sometimes the Move/Copy Feature (demonstrated in this Moving and Rotating a Part in Solidworks Video) can be useful in accomplishing a change in how a view for a part is oriented.
ANNOUNCEMENT: Only turn in a PDF of your drawing. DO NOT TURN IN YOUR SOLIDWORKS DRAWING FILE!! UNLESS YOU ALSO SUBMIT YOUR PART FILE, THE VIEWS WILL NOT BE THERE ON YOUR DRAWING WHEN YOUR INSTRUCTOR OPENS IT!
DAILY JOURNAL: Please answer the following questions:
Explain in your journal why it is important to only turn in your Drawing of the Riser and no other drawings of parts until you get this first one back.
When creating a drawing of one of your parts and the dimensions you populate on the drawing do not match the dimensions on the drawings you were provided to make these models, what should you do?
The following shorthand notations will be used when grading drawings that are turned in:
BT -- dimensions placed between views
C -- text is not all in CAPS
R -- redundant, unnecessary dimension
SE -- view is not shown with "shaded with edges" -- the ortho view should be set to this
HL -- view does not show hidden lines
VO -- view orientation is wrong
S -- the views are not adequately scaled to fill the page -- they are either too small or not big enough to fill most of the page
OB -- objects placed beyond the border of the template -- never do this!
A -- view is not aligned to another view as it should be
MD -- missing dimension needed to build the part correctly
X -- part constructed improperly (may be more than a .2 deduction)
For the remainder of the period, students worked to create a drawing of their Riser, Step Block, Wedge, and the Linkage.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Changing a Drawing View Orientation in Solidworks Video. (DUE TODAY)
Watch this Moving and Rotating a Part in Solidworks Video. (DUE TODAY)
TUESDAY, 2/6/24
TUESDAY, 2/6/24
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
DAILY JOURNAL: There was no daily journal today; instead 10-15 minutes were spent today cleaning the classroom.
Technical drawings are intended to communicate important information about objects -- enough so the object can be created. Hand-in-hand with the drawing itself are the dimensions a designer includes on a drawing. It is important that dimensions are presented in a consistent fashion to facilitate interpretation and reduce the risk of error in reading the drawing. As a result, rules have been developed by which all technical drawings are dimensioned. These CVHS Dimensioning Standards were discussed, and should be used when creating drawings. These dimensioning standards are also located on the Resources Page.
These Dimensioning Standards and Solidworks Notes highlight the dimensioning standards that Solidworks takes care of automatically for the user vs. those dimensioning tasks that the user still must focus on and do correctly. Solidworks won't do everything for you!
Please watch this Adding Dimensions in Solidworks Video before working on today's assignments.
Students will receive a grade for the Riser, Step Block, Wedge Block, and Linkage by creating a drawing for each of of these in Solidworks, saving it as a PDF, and submitting it to the appropriate Canvas assignment. SUBMIT THE PDF, NOT THE SOLIDWORKS FILE.
For the remainder of the period, students worked to create a drawing of their Riser. This should be submitted, graded by an instructor, and reviewed by the student BEFORE turning in drawings for the other three parts. This will help students avoid repeating the same mistakes and needlessly loosing points on the other drawings. Students electing to turn all drawings in at once will miss this opportunity. Students will not receive another chance to submit these four drawings.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Adding Dimensions in Solidworks Video (DUE: TODAY)
All drawings must be completed as demonstrated in class and on the online video and posted instructions. All your drawing views should be oriented in the exact same fashion as shown on the PDF's posted on this website that you used to create the models originally. If your dimensions do not match those shown on the provided drawings, fix your model before turning in your drawing. Correct modelling will be part of the grade for these drawings.
Submit a correctly dimensioned PDF of the drawing of the Riser in Solidworks (DUE 2/8)
Submit a correctly dimensioned PDF of the drawing of the Step Block in Solidworks (DUE 2/13)
Submit a correctly dimensioned PDF of the drawing of the Wedge Block in Solidworks (DUE 2/13)
Submit a correctly dimensioned PDF of the drawing of the Linkage in Solidworks (DUE 2/13)
MONDAY, 2/5/24 (ALL)
MONDAY, 2/5/24 (ALL)
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
Dimensioning worksheets were collected at the beginning of the class. Worksheets submitted after this will be counted as late.
DAILY JOURNAL: Look at this great example of an IDEA journal. Then answer these questions:
Name three things this person did better than you on their journal.
List three things that you will do this semester that will improve your journals.
On Thursday there will be a test -- it will be simple. You will be asked to produce a USB thumb drive. If you have it on you -- full credit. If not, zero. If you and your family are unable to obtain one for any reason, you MUST come let Mr. K know BEFORE Thursday.
Please watch this Creating Drawings In Solidworks Video. When objects are created in Solidworks, students will generally be requested to produce a multi-view drawing. Detailed instructions covering what was covered in the video, as well as the drawing templates to be downloaded and used when making drawings in Solidworks, are located on the Resources Page of this website. When completing your first drawing, it might be helpful to open the instructions located on the Resources Page and simply follow it step-by-step.
Students worked today to create drawings of the four parts they modelled last week.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Creating Drawings In Solidworks Video (DUE: TODAY)
Create a Drawing of each of your four models (DUE: SEE TOMORROW)
TUESDAY, 1/30/24
TUESDAY, 1/30/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
DAILY JOURNAL: There was no journal today. Be sure your journal is complete and turned in!
Students filled out a Self and Group Evaluation for the Sign of the Times project.
Students worked to complete their Solidworks models.
ASSIGNED WORK:
ASSIGNED WORK:
Students are to complete this Best Dimensioning Worksheet. It is to be done by the beginning of the next period. Hard copies were handed out in class. If you are gone you may print this worksheet out and complete it before next class or simply respond to the worksheet on a Google Doc that you may submit on Canvas. (DUE 2/5 by the beginning of class)
MONDAY, 1/29/24 (ALL)
MONDAY, 1/29/24 (ALL)
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
ANNOUNCEMENT: Signs of the Times should be completed by the end of the period tomorrow. Signs will receive a grade. Be sure:
Crayon has been melted.
Laser engraving is finished (engrave at least two passes).
Finish sanders have been used to sand off excess crayon and smoke from the engraving.
The sign has been blown off to remove all dust.
The sign is given to one of your instructors.
DAILY JOURNAL: There was no journal today so students could use the shorter period more fully.
Students worked to complete their initial Solidworks models.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 1/25/24
THURSDAY, 1/25/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
DAILY JOURNAL: Answer the following questions:
In the Editing Sketches and Features Video, what must be deleted in order to move the front small block of the Riser (in other words, what must be deleted so that the location of this block can be changed?)
In the same video, what happens if you try to dimension the same characteristic of an object twice?
According to the Wedge Block Hints Video, what is the most common mistake students make when modelling this object? In other words, what part of the Wedge Block is often modelled incorrectly?
Students worked on their Solidworks assignments.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Basic Sketch Tools Video (DUE: TODAY)
TUESDAY, 1/23/24
TUESDAY, 1/23/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
DAILY JOURNAL: Answer the following questions:
What are the three categories of files that can be created when using Solidworks (first video).
What keyboard key is used as a shortcut to get to the pop-up menu that allows you to set the view (i.e. front, top, isometric, right, etc...) for your part? (first video).
What plane does Mr. K start his first sketch on during the Riser Demo Video?
It is rare to have to completely start over when working on a project using Solidworks. Editing sketches and features is relatively easy. The first video that you are asked to watch today emphasizes the editing of sketches.
Following this, students continued to work to model in Solidworks each of the four items posted yesterday in the calendar entry.
Wedge Block Hints Video (watch this video to obtain some hints that will help you avoid common errors when interpreting the drawing for, and modeling the Wedge Block.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Editing Sketches and Features Video (DUE: 1/25)
Watch this Wedge Block Hints Video before attempting to model the Wedge Block in Solidworks (DUE: 1/25)
MONDAY, 1/22/24
MONDAY, 1/22/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
ANNOUNCEMENT: Sign of the Time Signs will be epoxied next semester.
DAILY JOURNAL: Do you plan on downloading Solidworks at home? If not, what will you do if you require more time using the software than that provided during normal class time?
Mr. K formally introduced Solidworks. Solidworks is the software that allows us to model things in 3D. A 3D model is necessary to utilize the 3D printers, the CNC routers in the shop, and to create dimensioned construction drawings. While learning Solidworks, the bulk of the instruction will be via videos. This will allow the instructors to come around and assist students as necessary. When stuck, be prepared to indicate what specifically you are having trouble with. Instructors may ask you what in the video you don't understand. These Solidworks Introduction Notes summarize the primary introductory topics.
Then students were asked to watch Mr. K model the first of the four assigned parts in his Riser Demo Video (linked to the right). Students are encouraged to follow along and model their Riser Part as Mr. K models it in the video. This will help you pay attention to this longer video, and you will need to model it anyway.
If you are having difficulty making the Riser, stop and watch the video on editing that is posted for Tuesday, 1/23, before trying to further work on the Riser.
Students still needing to finish their Sign-of-the-Times sign worked on their signs -- work to the right should be considered homework. Request extensions if necessary -- say if you don't have Solidworks at home). Otherwise, for the remainder of the period, students worked to model each of the four items shown to the right. Eventually, students will need to print drawings of these objects on paper, but instructions on how to make drawings of parts in Solidworks and how to print them will be given later -- so DO NOT PRINT THESE WHEN FINISHED!
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Riser Demo Video (DUE: 1/23)
TO TURN YOUR FIRST FOUR MODELS (LINKED BELOW) IN AS YOU COMPLETE THEM, PLEASE TAKE A SCREEN SHOT OF EACH FINISHED MODEL (WINDOWS KEY + SHIFT KEY + S), PASTE THE SCREEN SHOT IN A GOOGLE DOC, AND SUBMIT IT TO CANVAS.
Please create these parts so that the bottom left view on the PDF links (the front view) is what you would see if you look directly at the Front Plane in Solidworks. This will be helpful when it comes time to making drawings of your parts.
Also BE SURE TO SAVE YOUR MODELS TO YOUR GOOGLE DRIVE. If you fail to save them, or save them to the local school computer that has Deep Freeze and they get wiped off the computer, you will need to model them again to eventually submit your work.
Model the Riser in Solidworks (DUE 1/25)
Model the Step Block in Solidworks (DUE 1/30)
Model the Wedge Block in Solidworks (DUE 1/30)
Model the Linkage in Solidworks (DUE 1/30)
THURSDAY, 1/11/24
THURSDAY, 1/11/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
DAILY JOURNAL: List the pieces of equipment that are driven by designs made in Illustrator (there are six), and the equipment driven by designs made in Solidworks (there are two).
This Learning Map was briefly discussed to give students a preview of the next major learning topics in the class.
According to the Learning Map, 3D modelling software called Solidworks will be the next major focus for the class. To allow students the flexibility to complete current projects as necessary, videos have been created and will be used as the primary teaching tool for Solidworks. This will require students to watch the videos thoroughly and go back and review them as needed. Some of the next several assignments can be completed as you watch an instructor complete the assignment on the video so you can pause the video and complete it yourself.
You are not required to download either Illustrator or Solidworks at home. You can always request, and you will be provided, access to the school's computers outside of normal class times as needed. That said, many students enjoy having the flexibility to use these programs at home. Below are instructions for downloading the programs:
CV Student Instructions for Downloading Illustrator at Home (We think these work. Please let us know if they do not. Note -- you have to be using your school Google account.)
CV Student Instructions for Downloading Solidworks at Home (You must be signed into your school Google Account to open this document. The district has a limited number of downloadable licenses and therefore, we do not wish to simply put the serial number in a public location. Additionally, this download works well on PC's. Some people have success downloading on a Mac if they imulate Windows on their Mac, but not everyone has success.)
Students were encouraged to check with instructors and schedule time outside of class (after school for instance) to come in and complete missing work if behind.
Students worked on the Sign-of-the-Times project and printing their Image-Within-An-Image designs. If finished with these things, students should watch the video assigned as homework, and could also work ahead (see future days on this calendar).
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Introduction to Solidworks -- the User Interface Video (DUE 1/16 Before the start of class)
TUESDAY, 1/9/24
TUESDAY, 1/9/24
OBJECTIVE: Students will learn how to use the Shaper Origin CNC routers.
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
DAILY JOURNAL: Respond to the following:
By when must your Sign-of-the-Times sign be ready for epoxy?
List in your journal all of the things that still need to be done for your group's sign to be ready by the due date. Include other teammate's letters as needed. For each item still needing to be done, indicate the day each step will be completed. You may need to get together with your group before being able to answer this question.
Students worked on the Sign-of-the-Times project and printing their Image-Within-An-Image designs.
ASSIGNED WORK:
ASSIGNED WORK:
NA
MONDAY, 1/8/24
MONDAY, 1/8/24
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
REMINDER: Image-Within-An-Image ornaments must be printed and turned in by the end of the period on Thursday (1/11).
ANNOUNCEMENT: Students will have four more periods with which to get their signs for the Sign-of-the-Times project ready for epoxy. Epoxy pouring is planned for Tuesday, 1/23. We will pour epoxy together as a class on the same day. Crayons should be melted before this day.
DAILY JOURNAL: There was no journal entry today so students could use the short period for work.
Students worked on the Sign-of-the-Times project and printing their Image-Within-An-Image designs.
ASSIGNED WORK:
ASSIGNED WORK:
NA
THURSDAY, 1/4/24
THURSDAY, 1/4/24
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: What is due today? When is the Image within an Image assignment due?
Students worked in their Sign-of-the-Times groups and sat at tables as a group. Students were reminded that this is a TEAM project. Just like a chain, a team is only as strong as its weakest link. Group members were asked to talk to one another. If someone in the group is not finished with their letter and they are having trouble with Illustrator, teammates are expected, without touching the struggling student's mouse, to help them finish their letter.
Only if the team's assignment is done can students go to the shop to work on their signs with the Shaper Origin.
Only if the team's assignment is done can students continue to print their Image-Within-An-Image designs.
ASSIGNED WORK:
ASSIGNED WORK:
NA
TUESDAY, 1/2/24
TUESDAY, 1/2/24
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
ANNOUNCEMENT: Image-Within-An-Image ornaments MUST be turned in by the end of class on 1/11. There will be no extensions beyond this. It is up to you to get to the UV printer (the queue is still in effect, but if you are on the queue, you need to make sure it is moving -- when no one is on the UV printer, make the queue move along). Students are welcome (and strongly encouraged at this point) to come in outside of class to get this project printed and cut and finished.
DAILY JOURNAL: There was no journal entry today. Instead, Mr. K read a brief story intended to inspire students to action.
Students worked in their Sign-of-the-Times groups and sat at tables as a group. Students were reminded that this is a TEAM project. Just like a chain, a team is only as strong as its weakest link. Group members were asked to talk to one another. If someone in the group is not finished with their letter and they are having trouble with Illustrator, teammates are expected, without touching the struggling student's mouse, to help them finish their letter. Then, the group is to work on today's assignment.
Teachers met with each group to help them assess the creative aspect of their sign design.
Only if the team's assignment is done can students go to the shop to work on their signs with the Shaper Origin.
Only if the team's assignment is done can students continue to print their Image-Within-An-Image designs.
ASSIGNED WORK:
ASSIGNED WORK:
Sign of the Times Group .ai file with all letters and laser engraving with names and "IDEA 2023" submitted to Canvas (DUE 1/4, but really should be turned in today by the end of class) For this:
Create an .ai file with an artboard the size of your wood.
All letters should be pasted into this single file.
The laser engraving file with group member names and "IDEA 2023" (see the assignment requirements) must be pasted into this file (it also needs to be its own separate file).
This .ai file should include any additions that are going to be added to the file to increase its meaning and creativity.
THURSDAY, 12/14/23
THURSDAY, 12/14/23
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: There was no journal entry today.
Students continued to work on the Sign of the Times project, and print and cut out their Image-Within-An-Image designs.
To free up instructors to be able to help students, moving forward, students will be expected to, once they are shown by someone how to use the UV printer, the laser engraver, or the Shaper Origin, to show/help the next person on the equipment queue.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 12/12/23
TUESDAY, 12/12/23
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
The importance of looking at assignment instructions, Canvas grading rubrics if present for the assignment, and the website and using these as checklists before turning something in was discussed. Students were reminded that they are only allowed one submittal on assignments, and that is the first one. No other submittals will be graded. It is critical that students get questions answered and check assignment criteria BEFORE turning work in.
Students were reminded about requesting extensions if needed. (See the class syllabus for details.)
Sign of the Times individual letter files are due by the end of the class this Thursday.
DAILY JOURNAL: Meet with your Sign Team. Investigate and discuss as a team how you will secure (aka hold down) your sign or other items while using the Shaper Origins to mill into them. There are lots of options (the Shaper Workstations, the CV-made jigs with shaper tape, or simply using the Shaper tape and wood). When the team has decided what the best means will be, fully describe in your journal how you intend to accomplish this. You are to provide enough detail so that another person can secure their wood in the manner you intend WITHOUT needing to ask you any questions.
Students continued to work on the Sign of the Times project, and print and cut out their Image-Within-An-Image designs.
To free up instructors to be able to help students, moving forward, students will be expected to, once they are shown by someone how to use the UV printer, the laser engraver, or the Shaper Origin, to show/help the next person on the equipment queue.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 12/11/23
MONDAY, 12/11/23
OBJECTIVE: Students will understand school and career options for themselves associated with the field of engineering.
DAILY JOURNAL: While listening to today's presenters , write down three thoughtful, non-trivial questions that you would like to ask the presenters during the Q&A session following the presentation. Be prepared, if prompted by an instructor, to ask one of these questions during the Q&A session. You will not have access to the computers so . . . you will need to write these down on paper and then later take a picture and place the legible picture into your journal. If gone today, you must still complete three questions.
OSU Engineering Ambassadors were in class today to discuss the career of engineering, studying engineering at the college level, what you can do now to be prepared, and what college life is like.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 12/7/23
THURSDAY, 12/7/23
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: Answer these questions:
What file type must you save in Illustrator to use on the Shaper Origin?
What are you going to do to make sure your file for the Sign of the Times Project is the correct size before you mill it into your board?
Students were allowed to print their Image within the Image Assignment projects, or worked on the Sign of the Times Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 12/5/23
TUESDAY, 12/5/23
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: A USB flash drive is listed as required for this course. It is needed to drive all of the equipment that we use in this class. What is your plan for obtaining your own USB flash drive so that you have one by Thursday?
A queue for both the UV printer and the laser engraver was started. As much as possible, teams are to sign up together to process these files (so that they can continue to collaborate as needed on the Sign of the Times Project). Students are not to do either of these until their team's design sketch for the Sign of the Times Project is completed.
Students were allowed to work on their Sign of the Times Project to get their final design sketch created. This is the first priority.
ASSIGNED WORK:
ASSIGNED WORK:
Individual Letter File for A Sign of the Times Project (DUE: 12/14, end of class)
MONDAY, 12/4/23 (ALL)
MONDAY, 12/4/23 (ALL)
OBJECTIVE: Students will learn how to work in a team.
OBJECTIVE: Students will learn how to utilize the Shaper Origin CNC routers and eventually employ them to solve problems.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: After meeting with your group today, write down contact information for all your team members for the next project.
Students were introduced to the next project: A Sign of the Times Project. Some time was spent discussing required group dynamics (as listed in the project assignment description).
Student teams got together to first select their word, and then start working on a sketch of their design idea.
ASSIGNED WORK:
ASSIGNED WORK:
Team sketch for A Sign of the Times Project (DUE: 12/5, end of class)
THURSDAY, 11/30/23
THURSDAY, 11/30/23
OBJECTIVE: Students will be introduced to the concept of center of mass, torque, and rotational equilibrium and be able to employ these concepts to create an ornament that hangs correctly.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: What is due before class on Monday? This assignment is important because it prepares you for the next project that we introduce next week.
Students were allowed to work on their Image within the Image Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Shaper Origin CNC Router Introduction Assignment. Place your answers on a Google Doc. and submit it to Canvas when finished. (DUE 12/4, by the beginning of class)
TUESDAY, 11/28/23
TUESDAY, 11/28/23
OBJECTIVE: Students will be introduced to the concept of center of mass, torque, and rotational equilibrium and be able to employ these concepts to create an ornament that hangs correctly.
OBJECTIVE: Students will learn how to use the laser engraver and the UV printer.
DAILY JOURNAL: Your journal entry for today will be the notes you take in class. (Reminder: Make sure that each entry is clearly dated and in order for the next time we do a journal check.)
The principles of force, torque, and center of mass were discussed today at the beginning of the class period. Understanding these principles will be important in order to know where to place the hole from which your ornament is to hang from in your next project. Remember -- your design cannot have a symmetrical shape. Center of Mass, Torque, and Ornaments Class Notes.
Students were allowed to work on their Image within the Image Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 11/21/23 (ALL)
TUESDAY, 11/21/23 (ALL)
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Students were allowed to work on their Image within the Image Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 11/20/23 (ALL)
MONDAY, 11/20/23 (ALL)
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Mr. K went through these instructions for Preparing Files for UV Printing and Laser Cutting with Registration Marks. Students will need to be able to do these things on their Image within the Image Assignment. There are several things to remember here. Mr. K first demonstrated these steps, and then students used these instructions to modify their files as necessary.
While the final ornament is to be turned in on 12/14, do not assume that you will have every day in class between now and then to work on it.
ASSIGNED WORK:
ASSIGNED WORK:
Image within an Image Assignment -- Both a UV printing file (PDF) AND a laser cutting file (.ai) are to be submitted to Canvas (DUE: 11/30, by the end of class) LOOK AT THE GRADING RUBRICS ON THE CANVAS ASSIGNMENTS TO SEE HOW THESE WILL BE GRADED!!
Image within an Image Assignment -- Final ornament turned in (DUE: 12/14 by the end of class) LOOK AT THE GRADING RUBRICS ON THE CANVAS ASSIGNMENTS TO SEE HOW THESE WILL BE GRADED!!
THURSDAY, 11/16/23
THURSDAY, 11/16/23
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: Can the shape you cut out for your design be a circle? Why?
Students had time to work on their Illustrator design for the Image within and Image assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 11/14/23
TUESDAY, 11/14/23
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: Read through the Image within an Image Assignment. What pieces of equipment will you be learning to use for this assignment?
Ms Reinwald talked about Negative Space and introduced the Image within an Image Assignment.
Students had time work on brainstorming sketches. (If your sketches get approved by an instructor, you may begin designing in Illustrator.)
ASSIGNED WORK:
ASSIGNED WORK:
5 brainstorming sketches of your Image within an Image ideas (DUE: 11/16 at the beginning of class)
MONDAY, 11/13/23
MONDAY, 11/13/23
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Associate Professor Mariapaola Riggio with Oregon State University's Wood Science and Engineering Department of the College of Forestry will speak today about a joint OSU-UO collaborative design effort involving wood science, architecture, and CNC fabrication that some class members may have an opportunity to become involved with.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 11/9/23
THURSDAY, 11/9/23
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Ms Reinwald demonstrated some design tools in Adobe Illustrator.
Students worked on the Illustrator Level 1 Design Challenge.
ASSIGNED WORK:
ASSIGNED WORK:
Complete the "Illustrator Level 1 Design Challenge". You will need to save this to your Google Drive, and open it within Illustrator. (DUE 11/14)
TUESDAY, 11/7/23
TUESDAY, 11/7/23
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Ms Reinwald demonstrated some design tools in Adobe Illustrator.
Students worked on the "AI Pen Tool Practice Assignment". You will need to save this to your Google Drive, and open it within Illustrator.
Students were given some time in the labs to work on Illustrator to complete the first two Illustrator assignments. Also, you must save anything you make to your Google Drive. The computers in the lab have Deep Freeze and all files will be wiped off the machine upon a restart -- including yours!
Students who have completed both the AI assignments played the Bezier Game to practice using the pen tool to create bezier curves.
ASSIGNED WORK:
ASSIGNED WORK:
Submit on Canvas:"AI Pen Tool Practice Assignment". You will need to save this to your Google Drive, and open it within Illustrator. (DUE: 11/9)
TUESDAY, 10/31/23 (ALL)
TUESDAY, 10/31/23 (ALL)
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
DAILY JOURNAL: There was no daily journal today.
Today we will start learning how to use a software program called Adobe Illustrator. This program is necessary to learn so that students can create designs that can be processed on the laser engravers, the UV printers, the vinyl cutters, and the Shaper Origin CNC routers.
CV Student Instructions for Downloading Illustrator at Home . (Note -- you have to be using your school Google account.) It is not required that you download this program at home. However, it may be nice to have at home should you need more time to complete something. The instructors do their best to provide enough time in class to meet assignment expectations. Additionally, instructors will always try to find time outside of class, perhaps after school, to allow students access to school computers with this program should they need it.
Ms Reinwald demonstrated some design tools in Adobe Illustrator.
Students were given some time in the labs to work on Illustrator to complete the first two Illustrator assignments. Also, you must save anything you make to your Google Drive. The computers in the lab have Deep Freeze and all files will be wiped off the machine upon a restart -- including yours!
ASSIGNED WORK:
ASSIGNED WORK:
Submit on Canvas: Complete the "AI Shapes, Fill and Stroke ". Follow the instructions in the lesson. (DUE: 11/7)
MONDAY, 10/30/23 (ALL)
MONDAY, 10/30/23 (ALL)
OBJECTIVE: Students will complete their Energy Analysis and clean up their Egg Launcher Projects.
ANNOUNCEMENT: The due date for the Energy Analysis has been moved to 11/7. IT IS DUE AT THE BEGINNING OF CLASS. THERE WILL BE NO EXTENSIONS GRANTED SINCE YOU HAVE EXTENDED OVER THE LONG WEEKEND TO WORK ON THIS. That said, you need to make sure that today you have all the data necessary for the completion of the energy analysis. You will not have time tomorrow to work on this in class. Instructors will be happy to answer questions about the assignment outside of class tomorrow.
DAILY JOURNAL: There was no daily journal today.
DO THIS FIRST TODAY: Be sure you have all the measurements and information you need from your launcher (information for the spring constant, dimensions, mass of the egg holder, etc....) In theory, you should already have this information).
DO THIS SECOND TODAY: Disassemble your launcher, but do not waste time doing so.
All screws that are not stripped or bent should be removed and placed in the "Wood Screw" box on the counter of the shop.
All used nails should be thrown away.
If wood has only screw holes and is larger than two spread hands, it can be placed in the scrap wood bins (make sure solid wood vs. flat panel products go in the correct bins).
Hardware, loaned bungee cords, surgical tubing, etc... can be placed in the location identified by your instructors -- likely a box on one of the tables in the shop.
Materials students have provided should be taken home.
Wood that is glued, having lots of hot glue, etc... can be disposed in a garbage can, or placed on a pallet outside if it won't fit in a garbage can (consult an instructor).
If you struggle to get your launcher dismantled, consult an instructor -- we might just discard it.
If you wish to take your launcher home -- check in with an instructor and communicate your plan for getting it home (it can stay in the shop for a day or so, but cannot be stored there indefinitely -- it will be discarded -- we just don't have the space to store things. )
DO THIS THIRD TODAY: Work on completing your energy analysis. Everyone must do one. This should be your best work. Treat it like a formal submittal. If you hand write it, it must be neat. Pictures of calculations can be pasted into a Google Doc if you wish, but again, it must be neat. THIS IS DUE AT THE BEGINNING OF CLASS ON 11/7. DO NOT WAIT UNTIL THE EVENING OF 11/6 TO WORK ON THIS BECAUSE AT THAT POINT, YOU WILL BE UNABLE TO COME ASK INSTRUCTORS FOR CLARIFICATIONS. THERE WILL BE NO EXTENSIONS GRANTED FOR THIS ASSIGNMENT.
ASSIGNED WORK:
ASSIGNED WORK:
Disassemble your Egg Launcher (or take it home) (DUE: TODAY)
THURSDAY, 10/26/23
THURSDAY, 10/26/23
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
DAILY JOURNAL: Look at the energy analysis portion of the Egg Delivery System Project. What data are you responsible for collecting today during launch?
Students launched their eggs from their launchers today.
ANNOUNCEMENT: Assume the mass of your egg was 65 grams when you launched it. You will need this for your energy analysis.
Students used the remainder of the period to complete the energy analysis for the egg launcher project.
ASSIGNED WORK:
ASSIGNED WORK:
Egg Delivery System Project ENERGY ANALYSIS (DUE: 11/7, at the beginning of class)
TUESDAY, 10/24/23
TUESDAY, 10/24/23
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
DAILY JOURNAL: There was no journal today.
Students were given the period to work on their Egg Launcher as needed. THIS IS THE LAST PERIOD IN WHICH CLASS TIME CAN BE USED TO WORK ON EGG LAUNCHERS UNLESS STUDENTS HAVE ALL FUTURE WORK COMPLETED AND HAVE NOTHING ELSE TO DO IN THE CLASS. Students may come in outside of class to work on launchers as needed -- please check with instructors first for availability.
Students used the class period to work on their launchers.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/23/23 (ALL)
MONDAY, 10/23/23 (ALL)
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
ANNOUNCEMENT: STUDENTS WHO HAVE NOT COMPLETED ANY OF THE SAFETY TESTS OR THEIR CORRECTIONS MUST COMPLETE THESE FIRST BEFORE WORKING IN THE SHOP. THESE SHOULD HAVE BEEN COMPLETED A LONG TIME AGO. STUDENTS WERE WARNED THURSDAY AT THE END OF CLASS TO ATTEND TO THIS OVER THE WEEKEND. HOPEFULLY THOSE OF YOU IN THIS BOAT DID NOT OPT TO SPEND MONDAY'S CLASS TIME COMPLETING THIS.
REMINDER: The Spring Constant Assignment is due today.
DAILY JOURNAL: There was no journal today.
Students used the class period to work on their launchers.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 10/19/23
THURSDAY, 10/19/23
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
DAILY JOURNAL: Show all your work (unit conversions, used equations, etc...) to receive credit for the problem below. Work this problem by hand on paper. BEFORE GOING TO WORK TODAY, YOU MUST SHOW YOUR WORK AND THE CORRECT ANSWER TO AN INSTRUCTOR WHO WILL INITIAL IT. Then, take a picture of your work (and the initials), and paste the picture into your journal.
The same launcher as the one used in the journal entry from last period is being used. In going from its loaded position to the point where it leaves the launcher, the egg and its holder (374 grams) moves upward through a vertical distance of 14 cm. Also, it is determined, right after launch, that the speed of the egg and its holder was 3.4 m/sec. What is the launcher's efficiency? Hint: Look at the posted notes on the website from Monday's lecture -- we didn't get to this in class. Look at the last couple of pages.)
Students used the rest of the class period to work on the Launcher Spring Constant Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 10/17/23
TUESDAY, 10/17/23
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
DAILY JOURNAL: Show all your work (unit conversions, used equations, etc...) to receive credit for the problem below. Work this problem by hand on paper. BEFORE GOING TO WORK TODAY, YOU MUST SHOW YOUR WORK AND THE CORRECT ANSWER TO AN INSTRUCTOR WHO WILL INITIAL IT. Then, take a picture of your work (and the initials), and paste the picture into your journal.
If a force of 246 N must be exerted to deflect a launcher 9 cm. When in launch position, the launcher is deflected 35 centimeters. How much elastic potential energy has been stored in the launcher when it is ready for launch?
What was not covered yesterday in these Egg Launcher Energy Equations and Examples were covered today. If gone today, read these carefully.
Students used the rest of the class period to work on the Launcher Spring Constant Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Launcher Spring Constant Assignment (DUE 10/23 ) If done correctly, some of this can be used for your project energy analysis as well.
MONDAY, 10/16/23 (ALL)
MONDAY, 10/16/23 (ALL)
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
DAILY JOURNAL: No journal today.
The specific equations needed to complete the energy analysis were discussed. What doesn't get covered will be covered next period. Egg Launcher Energy Equations and Examples. If gone today, read these carefully. And even if you were here today, plan on referring to these as you tackle the energy aspects of your launcher.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 10/12/23
THURSDAY, 10/12/23
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
Students were prompted to turn in their Unit Conversion Worksheet.
Students were given some reminders about shop clean-up at the end of the period.
DAILY JOURNAL: Students were asked to take notes today regarding energy and how energy applies to the operation of their egg launcher.
Egg Launcher Energy Introduction -- Class Notes. If gone today, read these carefully.
Following this, students worked on their egg launchers in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 10/10/23
TUESDAY, 10/10/23
OBJECTIVE: Students will be able to utilize the units of quantities in a problem to be able to solve a problem and be able to make predictions about the physical world.
DAILY JOURNAL: Show all your work to receive credit for the problem below. Work this problem by hand on paper. BEFORE GOING TO WORK TODAY, YOU MUST SHOW YOUR WORK AND THE CORRECT ANSWER TO AN INSTRUCTOR WHO WILL INITIAL IT. Then, take a picture of your work (and the initials), and paste the picture into your journal.
An IDEA student is coming up with ideas while slinking down the hallway. If the student accelerates at one moment at 19.4 mi/hr^2, what is the student's acceleration expressed in m/sec^2? You must use the following conversion factors (you cannot look anything up online): 1 mile = 5280 ft.; 1 minute = 60 seconds; 1 hour = 60 minutes; 1 ft. = 12 inches; 1 inch = 2.54 cm.; 100 cm = 1 meter.
Students worked on their egg launchers in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 10/5/23
THURSDAY, 10/5/23
OBJECTIVE: Students will be able to utilize the units of quantities in a problem to be able to solve a problem and be able to make predictions about the physical world.
ANNOUNCEMENT: Launch day will be on 10/26. No extensions will be allowed for this due date -- we need to launch at the same time! Between then and now, you will be given three full periods, and one ALL Day to work on your launcher. This includes testing and modifying as necessary.
DAILY JOURNAL: There was no daily journal today. Instead, students participated in class by solving example problems and taking notes.
A portion of the Egg Projectile Project has to do with the analysis of energy in your device. As a prelude to that, we need to be able to deal with the units associated with quantities. Today is the first step in getting you to the point of being able to understand energy and its role in your launcher.
ASSIGNED WORK:
ASSIGNED WORK:
Unit Conversion Worksheet (DUE 10/12 at the beginning of class) Carefully read and follow the instructions. You must abide by the instructions to receive credit for this assignment. We are more interested in demonstrating you know how to get the correct answers, than the answers themselves!
TUESDAY, 10/3/23
TUESDAY, 10/3/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop.
DAILY JOURNAL: Make a brief timeline. How many more days do you need in the shop until you can take your launcher out for testing? For each day, indicate what you will accomplish (so that your instructors will be able to tell what you plan to get done each day). Be specific. "Work on launcher" is not enough. What you put should be concrete, measureable goals that, when the end of the day arrives, we can say either "yes, it was achieved", or "no, we didn't get there". Details are important here.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 9/28/23
THURSDAY, 9/28/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop.
DAILY JOURNAL: Before you take the time to build your "real" launcher, what have your instructors strongly encouraged you to do first? Explain why they have made this recommendation.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 9/26/23
TUESDAY, 9/26/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop.
DAILY JOURNAL: Check your Canvas grades for this class.
Do you have your class contract turned in? If so, state "contract is turned in" in your journal. If not, print one out in the classroom (you only have to print the last page of the syllabus), read and sign the contract, take a picture of it, and paste this into your journal. Of course you must also take this home, get it signed by a parent, take a picture, and then put the picture on Canvas before the contract is "turned in". You cannot work in the shop at this point if you don't have a signed contract turned in.
Do you have any missing assignments? List all of your missing assignments. and indicate when you will get them done (that should be today). Complete missing assignments before going to the shop. If you do not have any missing assignments, state "no missing assignments" in your journal for this item.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 9/25/23
MONDAY, 9/25/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop.
ANNOUNCEMENT: If you do not have your contract in, you cannot go to the shop to work on projects. You can go out if your instructor is demonstrating something. If you are missing it, what are you going to do to get it in?
DAILY JOURNAL: There was no journal today. Instead, if you are missing any assignments at this point, you are to check in with an instructor before going to the shop. Safety testing for the stationary sanders and the drill presses is due tomorrow, as is the First Cuts Project. The expectation is that all students will be working on launcher construction tomorrow.
Students were allowed to continue to complete safety videos, safety testing, and the First Cuts Project. Ideally, students are ready to work on launchers and were out in the shop doing this.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 9/21/23
THURSDAY, 9/21/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: Answer the following questions:
Explain how your safety score (it is in Canvas) works. Look to a previous entry on this calendar for an explanation if needed. That said, you should have already read about it.
In the context of the safety score, what happens if you are observed with your phone out in the shop without teacher permission to have it out there?
Students were asked to write down their partner's name on the list provided by the instructors. This list will be used to track which teams have received their 2x4 material.
Outbox materials were handed back. Students were reminded how test corrections need to be done in order to count as completed.
Mr. K discussed basic construction techniques in the shop with students to give them some hints for the Egg Launcher Project. Construction Tips -- Notes.
Students were reminded that at this point, they are NOT expected to know how to build anything. Experience and trial and error will be your best teacher here (as well as throughout the rest of your life!). Students took notes during the presentation.
Students were allowed to continue to complete safety videos, safety testing, and the First Cuts Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 9/19/23
TUESDAY, 9/19/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
Starting today, students have been assigned specific clean-up tasks. During clean-up at the end of each period, students are expected to first complete their tasks as soon as possible (floor brooms cannot sweep before hand brooms are finished brushing off equipment and tables). When finished with their own task, students are to assist someone else and or sweep. Everyone stays working the entire time until Mr. K indicates clean-up is finished at the end of the period. Students receive points each day based on whether their assigned area is cleaned, and whether they stayed busy the entire time during clean-up.
SAFETY SCORE: Students will receive a safety score approximately once a quarter. Students begin with a full score. While working in the shop over the course of the quarter, points are deducted from this score each time the student is observed using a machine improperly or otherwise not complying with safety rules and procedures. Score deductions depend upon the severity of the infraction. Minor errors will not incur a deduction. So . . . best practice this year when you are out in the shop? When in doubt about something, ASK!
DAILY JOURNAL: Find your clean-up tasks (linked at the top of this calendar page so it is always easy to find). Write out your complete clean-up task(s). Do not just write "band saws".
Students continued to work on completing initial safety testing and the First Cuts Project. See the previous calendar entry for details.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 9/18/23
MONDAY, 9/18/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: What is the MOST important thing to do before turning in any assignment?
Students continued to work on completing initial safety testing and the First Cuts Project. See the previous calendar entry for details.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THURSDAY, 9/14/23
THURSDAY, 9/14/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: Answer the following questions:
What are the two reasons the guard on the bandsaw must be lowered to within 1/4" of the material being cut?
Where shouldn't observers stand when you are using a bandsaw?
Students continued to work on completing initial safety testing and the First Cuts Project. See the previous calendar entry for details.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 9/12/23
TUESDAY, 9/12/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: Explain where the safety videos are located on the CVHS Safety Page.
Students continued to work on completing initial safety testing and the First Cuts Project. The suggested procedure:
Watch the safety video for a piece of equipment (there are four you need to do -- the Band Saws, Scroll Saws, Stationary Sanders, and Drill Presses). These videos can be found on the CVHS Safety Page linked at the top of your class website.
Go do the task on the First Cuts assignment associated with that piece of equipment.
Come back to the room and complete the safety test for that piece of equipment (all the tests are on Canvas).
Complete all test corrections if you do not get 100% on the test.
Repeat this procedure for the next piece of equipment until you have cycled through all four.
Turn in the First Cuts Project into the Inbox in the classroom.
ASSIGNED WORK:
ASSIGNED WORK:
The First Cuts Project (DUE 9/14)
Complete the Band Saw Safety Test, and do test corrections as necessary. (DUE 9/14) If absent today, first watch the Band Saw Safety Video on the CV Safety Website, before taking the test.
Complete the Scroll Saw Safety Test, and do test corrections as necessary. (DUE 9/14) If absent today, first watch the Scroll Saw Safety video on the CV Safety Website, before taking the test.
Complete the Stationary Sander Safety Test, and do test corrections as necessary. (DUE 9/14) If absent today, first watch the Stationary Sander Safety Video on the CV Safety Website, before taking the test.
Complete the Drill Press Safety Test, and do test corrections as necessary. (DUE 9/14) If absent today, first watch the Drill Press Safety Video on the CV Safety Website, before taking the test.
MONDAY, 9/11/23 (ALL)
MONDAY, 9/11/23 (ALL)
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will understand the role of collaboration in problem identification and problem-solving.
REMINDER: If you did not get 100% on the General Safety Test last period, you have corrections to make and turn in. Please complete these today. Instructions for how to do these are toward the bottom of the 9/7 entry on this calendar.
DAILY JOURNAL: What does it mean when you are to make a "scaled drawing with two aligned views"? Be specific in your response.
Students used the period today to complete Egg Launcher Thumbnails and to work on Egg Launcher Drawings.
ASSIGNED WORK:
ASSIGNED WORK:
Egg Projectile Project Drawings and BOM (Bill of Materials) (DUE 9/18)
THURSDAY, 9/7/23
THURSDAY, 9/7/23
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
The class syllabus was discussed.
DAILY ROUTINE: Starting today, the daily routine to start each class should look like this:
Go to your locker.
Remove your safety glasses.
Place your phone into your locker (if you don't have a phone, come get a NO-PHONE token from Mr. K). Mr. K will be taking attendance based on phones / tokens within the lockers.
Open your IDEA Daily Journal document and add a heading with today's date below previous entries.
Navigate to this web page. Under DAILY JOURNAL, complete what is requested of you, adding it to your single document that is your Woodworking Daily Journal.
When finished, submit your revised document to the Canvas assignment (yes, you resubmit each day of class).
Eventually at this point you can then proceed to the shop to work on projects unless Mr. K indicates otherwise.
You will keep adding to your journal each day. Doing this will allow Mr. K to get the class started and take attendance while you are learning/reviewing/completing something that is needed.
If you are absent from class, you must still complete your daily journal.
Journal grading will be unannounced -- meaning, grading will occur on whatever is (or isn't) submitted to Canvas. Why? Because journals should be maintained and kept up-to-date. Missing entries will receive a zero for that journal assessment.
Journal entries MUST be correct when there are correct responses to be made. Therefore, do what it takes to make sure you know what correct responses should be. At other times, entries will be graded on the quality of responses. The journal is your instructor's way of ensuring that everyone knows and understands key pieces of information. If you are ever unsure, ask for help!
DAILY JOURNAL: Students were directed to open up a blank Google Doc, and then save it as their IDEA Daily Journal. For today's entry, answer the following questions regarding the course syllabus:
How much is an assignment penalized if turned in late?
What must you do to request an extension on an assignment?
If you wish to replace a score on something, what must you do?
To be considered for rounding of your final grade at the end of the semester, what must be true?
After completing their journals, students were taken out to the shop and general safety considerations were discussed.
Following this, students returned to the classroom and completed the General Shop Safety Test on Canvas. For any question answered wrong, a student must write out on a piece of paper a complete, stand-alone statement that summarizes the correct concept that the question missed was targeting on the test. For instance, "Safety glasses must be worn always" is not a sufficient stand-alone statement because there is no context. "Safety glasses must be worn at all times IN THE SHOP" however can stand alone because context is given. These test corrections can be done on paper and can be turned into the basket in the room. The student's name and the test in question should be on the paper.
Students did obtain a piece of wood for their First Cuts Project, and placed it in the class cabinet in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
General Shop Safety Test (and test corrections if needed). (DUE TODAY)
TUESDAY, 9/5/23
TUESDAY, 9/5/23
OBJECTIVE: Students will be able to access the class website, the Canvas class, complete the initial class survey, and access the class syllabus and contract.
OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will understand the role of collaboration in problem identification and problem-solving.
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
Students were given a brief introduction to the class.
Students were shown Denzel Washington's speech about falling forward.
Engineering and art are closely related, both requiring creativity and originality. This parallel was discussed. Additionally, engineering is very much a collaborative endeavor. Working as a member of a team is important, and will be so in class. Collaborative approaches are essential when problem solving.
One of the first tasks to problem-solving is of course identifying the problem. This is more difficult than you might think. To practice this, students were given their first opportunity to solve a problem in the Egg Projectile Project. Pairs of students were asked to identify a list of issues associated with this project and begin to develop the described thumbnails. As with most authentic problems, there are a variety of solution possibilities.
Students will utilize the shop in building their egg launchers. In order to learn how to safely use the shop equipment, students will be asked to do The First Cuts Project. In a nut shell, as students learn about some of the equipment, they will be asked to use the equipment on a piece of wood. All students obtained a piece of wood, put their name on it, and then placed it within one of the class cabinets in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Complete this Initial Class Survey. (DUE 9/5, completed in class)
Read (and have your parents read) this Class Syllabus and Contract. Print the last page. Sign this contract as required. Take a picture of this contract. Submit this picture on Canvas. If you do not have a printer, you may place signatures on a blank piece of paper and indicate that you have read and agree to the class contract, take a picture of this, and submit this to Canvas. (DUE 9/7, by the beginning of class)
5 Egg Launcher Thumbnail Sketches -- one set per team (DUE 9/11)
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