MONDAY, 6/1/20

• OBJECTIVE: Students will create a poster communicating the design process they used and what was accomplished during the Personal Invention Project in preparation for sharing this information with others.
• One of the final steps to any project is communicating what has been accomplished and learned over the course of the project. This week, you are asked to create a professional-looking poster that encapsulates your achievement and learning over the course of this project. Hopefully, along the way, you will learn some helpful tips on creating professional-looking posters and communicating technical information.
• The posters linked here are examples of posters from past years and projects. These posters where completed with different requirements than what you are asked to do so they may or may not comply with everything required for the PIP project. Always consult the assignment first for what is required (and contact your instructors with questions as needed).
• Poster Example #1 (by upperclassmen in chemistry and physics)
• Poster Example #2 (by upperclassmen in chemistry and physics)
• Poster Example #3 (by upperclassmen in chemistry and physics)
• Poster Example #4 (by upperclassmen in chemistry and physics)
• Poster Example #5 by 9th Graders in IDEA)
• Poster Example #6 (by 9th Graders in IDEA)
• Poster Example #7 (by 9th Graders in IDEA)
• When you have completed the assignment, be sure to submit both the Google Slide file as well as a PDF copy into Google Classroom.
• We do not anticipate other assignments for this week.

MONDAY, 5/11/20

• OBJECTIVE: Students will construct their invention over the course of the next two weeks and document their construction (and learning) process.
• Students, you have been asked to do a number of things over the last several weeks in preparation for building your invention. If you are on schedule, at this point, as of today, 5/11, you should be ready to begin building. Most of your building should be completed over the course of the next two weeks.
• Ideally, construction will be completed by 5/25. At that time, you are to turn in the PIP Construction Journal Assignment (PDF only). Be sure to look at this assignment before starting work on your invention. PICTURES ARE NEEDED EACH DAY YOU WORK ON IT. You are to log what you do on your invention each time you work on it in this log. You will not be able to do this completely or correctly if you wait until the end of your build. The PIP Construction Journal Assignment on Google Classroom has a Google Doc. template that you should use and then turn into Google Classroom.
• How do you know if you have been approved to start construction? The following criteria should be used. If you meet either of these criteria, you are free to start your build.

1. You have earned 2's in the online Gradebook for the PIP Proposal, PIP Drawing, PIP Science Application, and PIP Gantt Chart assignments.
2. Approval has been indicated on this Personal Invention Student Spreadsheet .

• Email is the best way to communicate with your instructors. When you email, please send it to all three of your instructors. While you can leave comments in Google Classroom, unfortunately Google does not send notifications to all instructors. So the best way to keep all three instructors up-to-speed on your project is to use email and always copy all instructors.
• We do not anticipate other assignments for this week or the following week.

MONDAY, 4/27/20

• OBJECTIVE: Students will work on the design of their inventions by preparing drawings.
• OBJECTIVE: Students will identify a scientific concept to connect to their inventions.
• This week you will begin your design. The PIP Drawing Assignment provides you with guidelines for a drawing that you create of your invention idea. It is likely you still cannot fully visualize what it is you are going to try and make. Guess what? This cannot happen until you actually try to draw it. This assignment requests that you submit a Bill of Materials as well. For this, please use the template linked to the Google Classroom assignment.
• The second you should do this week is identify the scientific concept you want to link to the functioning of your design. The PIP Science Application Assignment walks you through this process and hopefully provides some structure and suggestions so that it is less intimidating.
• As always, we encourage you to use the office hours listed above to come and get your questions answered.
• Google Classroom assignments for these two assignments will be posted on 4/27.
• We do not anticipate other assignments for this week.

MONDAY, 4/13/20

• OBJECTIVE: Students will consider examples of thinking outside the box and creativity, and then find some of their own.
• OBJECTIVE: Students will start the final class project -- creating their own invention.
• Much of the remainder of the year will involve the next project: Personal Invention Project Guidelines. Instructors will work with students as needed to insure everyone, no matter what resources you have at home, are able to complete this project. To start, begin by reading the guidelines. Then, complete the two assignments to the right. You will need a couple of days to complete the second assignment, so please do not wait too long to start it.
• We encourage you to use the office hours listed above to come and get your questions answered.
• Google Classroom assignments for these two assignments will be posted on 4/13.
• We do not anticipate other assignments for this week.

MONDAY, 4/6/20

• OBJECTIVE: Students will begin to inventory resources at home that might be used for possible projects.
• OBJECTIVE: Students will complete a survey to help instructors assess possibilities for distance-learning in this class.
• The assignments you are being asked to do (to the right) are intended to help us determine what learning activities we are going to try to take on in this distance-learning format. It would be extremely helpful if you complete them as soon as possible. One is located on Google Classroom.
• Please email if you have questions.

POSTPONED UNTIL . . . .

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students completed Game Project Group Evaluation #3.
• Student Groups played one another's games, and provided feedback to each other.

POSTPONED UNTIL . . . .

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students worked on the Game Project.

POSTPONED UNTIL . . . .

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• ANNOUNCEMENT: This is the last day to submit items to be 3D printed.
• Students worked on the Game Project.

POSTPONED UNTIL . . . .

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students completed this Game Project Group Evaluation #2 (in which they rated their own, and their partner's participation in the Egg Launcher Project).
• Students worked on the Game Project.

POSTPONED UNTIL . . . .

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Project journals were graded over the break. Expectations were once again discussed. Many students are missing evidence in their journals. Journal scores are checks -- material should be in there when they are checked. Scores cannot be made-up (but of course future scores can be improved).
• Students worked on the Game Project.

MONDAY, 3/9/20

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students completed this Game Project Group Evaluation #1 (in which they rated their own, and their partners' participation in the Game Project).
• Clean-up is going to be adjusted for the next semester. Tasks will be focused on pieces of equipment instead of areas. Students will be scored based upon their assigned equipment being completely cleaned (including the area around, behind, and under it) each day. Several students will have substitute roles so they can fill in for others who are absent on a given day. Each day, after addressing their assigned area, students are to then (and only then) grab floor brooms and sweep aisles until all debris is cleaned up. Students are to remain in the shop until the instructor gives the okay to return to the room.
• 2nd Semester Shop Clean-Up Assignments.
• 2nd Semester F11 & F14 Clean-Up Assignments.
• 2nd Semester F12 Clean-Up Assignments.
• Students worked on the Game Project.

TUESDAY, 3/3/20

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students attempted to play their test games, and then continued to refine and develop their game designs and their rules.

WEDNESDAY, 2/26/20

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• ANNOUNCEMENT: All groups should have a 3-ring binder here by Friday to hold their journal entries, homework sheets, and other items. For this project, all groups will need to keep and maintain a daily journal.
• Students were instructed on how the project's daily journal should be maintained during the course of the project. Students should have a table for each day. In the first column, place each group member's name in a separate row. In the second column, place a "yes" or "no" if the student completed the task they were supposed to complete as homework for that day. There should be some evidence that the task was completed. This evidence should be dated and placed within the group binder. By the end of the period, the third column should be populated with a brief description of what each student did during the period. Finally, the four column should have a description of what each student is to do before the next period, COMPLETE WITH A DELIVERABLE.
• Game pitches were continued today.
• Groups who have not presented their pitches to the instructors must still turn in their Game Project Conceptualization Forms or they will be considered late.
• All student groups, when not making their pitches, should be working toward making a complete test game.

THURSDAY, 2/20/20

• OBJECTIVE: Students will learn how to solve problems in groups.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students completed a daily journal.
• The Game Design Project was introduced and discussed. Most students will be writing the instructions for their games within their language arts classes. Each group should be prepared to pitch your game idea to the instructors by no later than Wednesday, 2/26. At that time, groups should have a hard copy of the completed Game Project Conceptualization Form to turn in (one per group).
• Game Design Project Group Assignments. Students with the option to select partners (because of their language arts class), were to inform the instructors of their final group make-up.
• Game Design Project Final Scoring Sheet. (This is the score sheet that you and your instructors will use to assign a final score to your game. It was developed directly from the criteria listed on the document above.
• Students were given the period to start developing their game designs.

FRIDAY, 2/14/20

• OBJECTIVE: Students will learn how to utilize the CNC routers.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• Students completed a daily journal.
• This is the final day for students to work on making their files for the Introduction to CNC Machining Assignment in class.

MONDAY, 2/10/20

• OBJECTIVE: Students will learn how to utilize the CNC routers.
• OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
• There was no daily journal today.
• ANNOUNCEMENT: wind spinner prints will be made available as printing is completed.
• ANNOUNCEMENT: students have until 2/12 to turn in both drawings and electronic files for the wind spinners, however no additional class time will be devoted to this.
• CNC Technology was introduced to the class today. CNC Routing at CVHS Notes. Students were walked through the general use of Mastercam and the generation of tool paths.
• When the demonstration was completed, students began modeling the simple part depicted in this drawing in Solidworks: First CNC Part Drawing. After creating this simple part, students are to go through this Introduction to CNC Machining Assignment, creating the tool paths as instructed. Students will receive a grade for this part when they finally produce the part on one of the school's Davinci CNC routers.

TUESDAY, 2/4/20

• 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.
• ANNOUNCEMENT: We are in the process of installing Solidworks 2019-2020 on all the computers in F12, F11, and F14. The F12 computers are done. For the next several days, please use ONLY the computer you have been assigned. Once you convert a file from version 2017-2018 to 2019-2020, it can never again be used with the older version.
• ANNOUNCEMENT: the class now has a third instructor -- Mr. Nicol.
• As soon as we are confident that this transition will be completed, we will send out download instructions to everyone for their computers at home.
• Students wishing to earn College Now (CN) credit for this class are asked to go to the College Now web page, linked on the Resources Page of this website. After reviewing the information on this page, students wanting to earn CN credit for this class must do two things:

1. Attend a meeting during lunch on Wednesday, 2/12.
2. Make sure their name is placed upon IDEA's CN class roster, made available at the lunch meeting.

• 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.
• A printable file meeting the Blowin' In the Wind Assignment's criteria must be placed within the appropriate 3D printer queue folder that is linked on the Resources Page, AND the information filled out on the appropriate hard copy queue, by no later than 2/10. 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 started the period working on the sketches and list of steps they will try and use to model their wind spinner for the Blowin' In the Wind Design Project. These are due today.

FRIDAY, 1/24/20

• OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks
• The use of lofts, the flex feature, and the patterning feature in Solidworks was demonstrated. Loft, Patterning, and Flex Feature Notes.
• When done with the Mug Assignment, students should start this Blowin' In the Wind Design Project, working on the Solidworks drawing first. NOTE: to finish the drawing, you will need to generate a 3D print file using the Z-suite software. This will be discussed next period (although instructions are posted for next period already). Both the drawing and the 3D print file are due on the same day, 2/6.
• For the remainder of the period, students worked on the Personal Mug Design Assignment and the Blowin' In the Wind Design.

FRIDAY, 1/17/20

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
• The following shorthand notation will be used to denote common mistakes on drawings. When you see these on your corrected drawings, you can look here to know what it is referring to.
• PES -- printed extra sheet (did not print only the current sheet of the old template)
• 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)
• Mr. K demonstrated some techniques when creating sketches. In particular, trimming, the spline tool, and the manipulation of sketch relations were discussed.
• Students were shown how to create new planes and axes in Solidworks. These will be necessary in upcoming assignments.
• Students were shown how to add notes to a drawing, both with a leader (arrow), and without.
• Solidworks Class Notes: Sketching Tools, Splines, Reference Geometry.
• For the remainder of the period, students worked to create a drawing of their Step Block, Wedge, and the Linkage.

MONDAY, 1/13/20

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
• The homework assigned last period was collected at the beginning of the period.
• Mr. K demonstrated sketch tools such as trimming by modeling something similar to the linkage, and discussed strategies by which parts are created in Solidworks. There are many, many ways to make things in Solidworks, but some ways are definitely better than others.
• Mr. K demonstrated the creation of drawings. When objects are created in Solidworks, students will generally be requested to produce a mult-view drawing. Detailed instructions covering what Mr. K discussed , 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, be sure you open this and follow it step-by-step.
• For the remainder of the period, students worked to create a drawing of their four models. These will be submitted for grading AFTER dimensions are added to them. Dimensioning rules will be discussed next period.

TUESDAY, 1/7/20

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
• There was no daily journal today. Instead, Mr. K formally introduced Solidworks. Solidworks is the software that will allow 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. Solidworks Introduction Notes.
• Following this presentation, students worked to model each of these items in Solidworks in this order: Riser, Step Block, Wedge Block, and Linkage. Eventually, students will need to print these objects, but instructions on how to make drawings and how to print them will be given later -- so DO NOT PRINT THESE WHEN FINISHED! Please create these parts so that the bottom left view on the PDF's (the front view) is what you would see if you look directly at the Front Plane in Solidworks. This will be important when it comes time to printing drawings of your parts.

TUESDAY, 12/17/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will gain experience building items in the shop.
• Weather permitting, egg launchers were launched today.

WEDNESDAY, 12/11/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will learn how to use the laser engraver.
• ANNOUNCEMENT: When turning in your Ornament, you must turn in the physical ornament as well as your initialed sketch that was approved. The ornament should have fishing line attached to it so that hanging can be tested.
• Students were asked to start their Energy Analysis of their Egg Launcher. See the Egg Delivery System Project description to determine what should go into this. Students were to make a list of the data / video / measurements that they will need to collect and take in order to finish their energy analysis. It was suggested that students make data up as necessary in order to complete a trial set of calculations today. Doing this will mean that on launch day, one would only need to change a couple of numbers in a couple places and simply recompute the answers. Students were also encouraged to start their write-ups as well in which they describe how data was taken, and what assumptions were being made during data collection.
• Students approved with the above (checked by an instructor) were given the remainder of the period to work on their Ornament Assignment. If a line develops at the laser engraver, a queue will be started on a piece of paper at the engraver itself.

THURSDAY, 12/5/19

• 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.
• Use of the school's laser engraver was discussed a bit more. Some notes were shared referencing the use of the laser engraver and what must be done in Illustrator to get your prints to work as intended. These are the Laser Engraver Notes given in class.
• STUDENTS SHOULD OBTAIN A PIECE OF PRE-CUT ACRYLIC (or wood if desired) BEFORE DESIGNING IN ILLUSTRATOR SO THAT YOU KNOW HOW BIG TO MAKE YOUR ARTBOARD. ALTHOUGH THE ASSIGNMENT LIMITS THE ORNAMENT SIZE TO 5" x 5", IF YOU GET A PIECE OF PROVIDED MATERIAL THAT IS BIGGER THAN THIS SIZE, YOUR ORNAMENT CAN BE AS LARGE AS THE PROVIDED MATERIAL. Students here today were given a piece of acrylic and placed their name on it. If you are absent, it is up to you to come in and get a piece of acrylic.
• Students wishing to utilize the Origin Shaper Hand-Held CNC Router must download and then open the Illustrator Template file from the CV Safety Page for the CNC Router. The file is located at the bottom of the page on the left side. Students should also watch the videos listed on this same page --they will familiarize you with the CNC routers -- as well as the safety guidelines posted here.
• Students were given the remainder of the period to work on their Ornament Assignment.

TUESDAY, 11/26/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will gain experience building items in the shop.
• The next project will utilize the school's laser engraver. The good news about using the laser engraver is that Illustrator is still your design platform. Your first assignment using the laser engraver will be this Ornament Assignment.
• Abstract Design was discussed.
• There was no daily journal today.
• Students went out and worked on their Egg Launchers in the shop for the remainder of the period. When finished with their launcher, students were to turn it in to the instructors for grading.

WEDNESDAY, 11/20/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will gain experience building items in the shop.
• Students completed a daily journal (in which students were asked to compute a launcher's energy efficiency using fabricated data).
• Students then went out and worked on their Egg Launchers in the shop for the remainder of the period.

THURSDAY, 11/14/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will gain experience building items in the shop.
• Students were given a copy of of the clean-up assignment list and were asked, at the beginning of class, to get their copy signed by EVERYONE within their area of responsibility, including the leader of that area
• Following this, students brought their signed sheets to the instructors, and then discussed their timelines for their Egg Launchers with the instructors, updating them as needed. Timelines were then hung back up in the room.
• Students then went out and worked on their Egg Launchers in the shop for the remainder of the period.

THURSDAY, 11/7/19

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• OBJECTIVE: Students will gain experience building items in the shop.
• There was no daily journal.
• The expression for kinetic energy (KE) and the concept of work (the transfer of energy) were discussed at the beginning of class. Kinetic Energy and Work Notes.
• Students then went out and worked on their Egg Launchers in the shop for the remainder of the period.

WEDNESDAY, 10/30/19 (ALL)

• OBJECTIVE: Students will understand the role of energy in mechanical systems, and will be able to estimate it in various situations.
• There was no daily journal (due to the short time period).
• Students were introduced to the concepts of energy, potential energy, and how to calculate the various potential energies that will be associated with their launchers. The first eight pages of these Egg Launcher Energy Introduction, EPE, and GPE Notes were covered in class.

FRIDAY, 10/25/19

• OBJECTIVE: Students will gain experience building items in the shop.
• OBJECTIVE: Students will understand how to convert a quantity from one set of units to another, and how to utilize the units associated with quantities when solving problems.
• There was no daily journal today.
• Students participated in this Unit Conversion Lesson. As homework, students were asked to complete this Unit Conversion Worksheet. This sheet is due at the beginning of class next period. There are solutions to these problems in the classroom that you are welcome to come and use before the due date, however you must show an instructor your attempt at the problems first.
• The remainder of the period was used by students to work on their Unit Conversion Worksheets.

MONDAY, 10/21/19

• OBJECTIVE: Students will understand the requirements for their first shop project.
• OBJECTIVE: Students will learn how to use basic shop equipment safely.
• OBJECTIVE: Students will utilize the school's vinyl cutter.
• OBJECTIVE: Students will know their role in shop clean-up.
• Students turned in their Egg Delivery System Drawings and BOM (these are due at the BEGINNING of the period on 10/21 -- requirements are spelled out on the assignment itself -- read these carefully).
• Students completed the journal entry. For this journal, students, as partners, produced a timeline for their work in the shop. Egg Launchers must be completed and ready for launching by Nov. 26th. Timelines should reflect a First-Test target date for the launcher that is, at minimum, a couple of class periods prior to this launch date. Students should also budget to receive some instruction each class period for discussions on energy and the calculations required for the Egg Launcher Project.
• All students will receive a point each day if their clean-up tasks to which they are assigned is completed as outlined below. Look on the attached lists to find your assignments. You may have more than one task, but it will be in the same room (in other words, if you find your name on one of the following sheets, you don't have to look on the other sheets, but you may show up more than one time). IF YOU ARE A TEAM LEADER, COME SEE MR. K FOR AN EXPLANATION OF YOUR DUTIES.
• IDEA 2019-2020 Daily Clean-Up Tasks -- Shop
• IDEA 2019-2020 Daily Clean-Up Tasks -- F12
• IDEA 2019-2020 Daily Clean-Up Tasks -- F11 &F14
• When a team has their drawings completed (both individuals of a team are doing a drawing with two views), they are to go to an instructor and obtain approval before proceeding to the shop to start work on their Egg Launcher.

TUESDAY, 10/15/19

• OBJECTIVE: Students will understand the requirements for their first shop project.
• OBJECTIVE: Students will learn how to use basic shop equipment safely.
• OBJECTIVE: Students will utilize the school's vinyl cutter.
• Students completed the journal entry.
• Mr. K presented these General Shop Construction Tips in the hope that they might be helpful when designing your launcher.
• Students need to be careful, when focused on the Egg Delivery System Project, not to lose track of the other things (Cabinet Art) that are due. Use extensions when needed!
• Students were given time to work on their Egg Delivery System Drawings and BOM. When complete, drawings were reviewed and if good, students were allowed to begin work in the shop.

WEDNESDAY, 10/9/19

• OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
• OBJECTIVE: Students will learn how to use basic shop equipment safely.
• Students completed a daily journal.
• Students were given the period to finish their Initial Wood Piece or their Cabinet Art Assignment . ANNOUNCEMENT: the physical Cabinet Art Decal is due on Friday, 10/25 -- that is seven class periods from now, counting today. However, we will be starting another project on Friday.

THURSDAY, 10/3/19

• OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
• OBJECTIVE: Students will learn how to use basic shop equipment safely.
• Students completed today's journal entry. This involved reading the General Safety Rules that are to be followed in the shop.
• Soon, students will be working in the shop with some of the equipment. Before this can happen, students must pass a safety test.
• In preparation for this test, students completed today's journal entry. This involved reading the General Safety Rules that are to be followed whenever working in the shop.
• When the journal was finished, half of the students who aren't also in either PST or Woodworking, went to the shop with Mr. K to watch safety demonstrations for the band saws, drill presses, scroll saws, and the floor sanders. Then students were asked to use each of the pieces of equipment to do the following on a piece of scrap wood:

1. Make a straight cut on the band saw using either the miter gauge or fence.
2. Make a free-hand cut on the band saw (a cut that isn't straight).
3. Drill a through-hole using a twist bit.
4. Drill a blind hole using a Forstner bit.
5. Use one of the floor sanders and the spindle sander to sand a couple of the edges of your wood.
6. Turn in your piece of wood with your name on it, and labeling on the wood where each of the pieces of equipment were used.

• Students that didn't go to the shop continued to worked on illustrator on the Cabinet Art Assignment or worked to print their personal decal design.

FRIDAY, 9/27/19

• OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
• The general process for making a vinyl sticker was demonstrated in class. A previously cut decal was weeded, trimmed, and had transfer tape installed on it.
• VINYL CUTTER RULES:

1. Never feed rolls of vinyl unless a teacher gives you permission.
2. Always use scraps in the file cabinets first.
3. If needed, slab off new material from a roll by CUTTING ALL THE WAY ACROSS THE ROLL. Do not just cut a small piece from a roll.
4. Exacto knives and scissors do not leave F12, and must be returned to their homes when done with them.
5. Clean up all your weeded material. It goes in the trash.
6. Nothing is recyclable. Throw waste in the trash.

• Students having created their Cut Studio file are to place their name on the paper queue that was provided by your instructors and place their file in this Personal Decal Folder. The vinyl cutter computers will be signed in -- students are not to sign into the vinyl cutter computer and only access their files from this shared folder to reduce the time required to cut decals at the cutters. No more than two people should be at a vinyl cutter at any given time -- the person cutting, and the next person on the queue. If you are waiting on the queue, you are to work on the next project (see next period, or ask an instructor).
• At this point students went to work in the computer labs working on tasks in this order:

1. Create their decal digital file . Have an instructor grade it (the instructor will be checking to make sure it is the correct size, on a correctly sized artboard, is only a single color, and can actually be cut on the vinyl cutter.
2. View the vinyl cutter training video, and complete the Vinyl Cutter Questions and submit to Google Classroom.
3. Follow the instructions on the Personal Decal Assignment to load the Cut Studio Extension into Illustrator and to make their Cut Studio file.
4. Cut your vinyl decal in F12 when it is your turn per the paper queue.

MONDAY, 9/23/19

• OBJECTIVE: Students will learn the basics of the pathfinder tool in Illustrator to combine shapes.
• OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
• The first physical project students will complete is to create a physical decal using the school's vinyl cutters. For this next assignment, and most hereafter, A USB DRIVE WILL BE NEEDED. Everyone should acquire one of these ASAP. It is also a great place to save a second copy of things . . . in case the network decides to go down.
• In case you are wondering about the durability of the vinyl you will be making stickers out of . . . this Vinyl Sign Image is of a sign that is currently located on the beach in the Oregon Dunes on the coast. All the lettering and detail in the sign is made from the same vinyl you will be using.
• Specifics regarding cutting stickers on the school's vinyl cutters will be discussed next class period. Today, the focus was on sharing tools in Illustrator that will assist in making designs that will successfully cut on the vinyl cutters.
• Students were asked to write the following items down in their notes with respect to making designs for vinyl decals:

1. Files must be single shapes -- you cannot have lines crossing other lines or your decal will come out in pieces.
2. Design vinyl stickers by turning your stroke off for all objects. (There is a way to convert the stroke of objects into a shape itself -- ask an instructor if you wish to do this).
3. Usually text must be expanded (a command in Illustrator) to turn the text into a shape. Once expanded, you can no longer edit the text as text (i.e. spelling can't be fixed, fonts can't be changed, etc...).
4. The Pathfinder tool can be very useful in combining shapes in Illustrator (the Pathfinder Palette can be opened by selecting it under the WINDOW menu -- this was demonstrated).
5. Being aware of objects and the layers they are on is helpful, especially when using the Pathfinder Tool. (Layers were discussed and demonstrated in class).
6. Using the OUTLINE command under the VIEW menu is very helpful in order to determine whether files will cut correctly on the vinyl cutters. (This command was demonstrated in class).

• For the next assignment, this Personal Decal Assignment, students will be making a decal of a self-designed logo.
• At this point, students went to work in the computer labs and worked on things in this order of priority:

1. Finish the Illustrator Level 2 Worksheet (this is due today).
2. Finish any unfinished Level 1 assignments (they will be late at this point without a previously approved extension).
3. Work on a logo design for the Personal Decal Assignment. Show an instructor your hand-drawn idea first. This must be approved before working on the design on Illustrator. This will be due by the end of the next period.

TUESDAY, 9/17/19

• OBJECTIVE: Students will learn the basics of the pen tool in Illustrator
• Creativity is always tied to success. One aspect of creativity is simply using existing items and technology in new and innovative ways. Sometimes there is a specific purpose or goal in mind when this is done. And sometimes . . . it is done just for fun: Ok Go Video.
• Students began class in the computer labs to finish Illustrator Level 1 Design Challenge after being shown a couple of things associated with layers and the use of the pen tool in Illustrator. THIS IS THE LAST DAY IN CLASS TO WORK ON EITHER OF THE LEVEL ONE ASSIGNMENTS. The first Level 1 Worksheet is due today. The Level 1 Design Challenge is due 9/19.
• The pen tool is the focus of today's lesson and was discussed midway through the class. There are three primary uses of the pen tool:

1. Simply clicking at each point with the mouse and releasing results in straight lines connecting all anchor points.
2. Clicking and dragging at each point allows you to create a curve using handles and tangent lines that can later be edited to modify the final shape.
3. Clicking, dragging, and then using the ALT key will allow one to break the tangent line so that you can have two different slopes (one going into, and one leaving the anchor point) so that you can have a sharp point on your shape.

• To better master this tool, the pen tool game can be played before starting the Level 2 Worksheet.

WEDNESDAY, 9/11/19

• OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
• Mr. K read a brief story at the beginning of class intended to illustrate how simple things are often the best things..
• Ms. Reinwald collected family icon drawings by students and projected several to discuss creativity. Afterward, Negative Space was discussed.
• Then, the instructors 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. On the computers, use Chrome as your default browser. 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!
• Always sign out of Google when you are finished.
• To make your Google Drive act like a hard disk and show up in Windows Explorer, you can search for "Drive File Stream". Click on the App and install it. You must be logged into your school Google Account. Once completed, you will then see your Google Drive as a location to store files. When you save here, materials will also be saved to your online Google Drive.

THURSDAY, 9/5/19

• OBJECTIVE: Students will be able to access the class website, Google Classroom, 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.
• Students were given a brief introduction to the class.
• Students were shown the movie Dream Big.. This offers a great perspective on what engineering is all about, and the creative process that must drive it.
• Engineering and art are closely related, both requiring creativity and originality. This parallel was discussed.
• Ms. Reinwald began discussing the process of Creative Thinking, by which new and existing ideas and design can be changed into unique creations.
• Students were given an image of an object and were asked to change it so that it becomes their own artistic design, one that is both unique and attractive looking. In engineering, solving the problem is often of central importance, however, the nature of how one goes about solving the problem usually drives which of several solutions gets selected.