Embedded Files
WEDNESDAY, 6/15/22
WEDNESDAY, 6/15/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Today is the Transport Launch Day.
ASSIGNED WORK:
ASSIGNED WORK:
MONDAY, 6/13/22
MONDAY, 6/13/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Today is the Lander Launch Day.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 6/9/22
THURSDAY, 6/9/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
There is ONE class day left before launch!
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 6/7/22
TUESDAY, 6/7/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
There are TWO class days left before launch!
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 6/1/22
WEDNESDAY, 6/1/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Students completed a group evaluation.
Each groups leader checked in with Ms. Reinwald after checking in with each group member and their timeline.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
Mars Lander Group and Self Evaluation #2 (DUE: Today)
FRIDAY, 5/27/22 -- ALL DAY
FRIDAY, 5/27/22 -- ALL DAY
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Each groups leader checked in with Ms. Reinwald after checking in with each group member and their timeline.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 5/26/22
THURSDAY, 5/26/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
ANNOUNCEMENT: The laser engraver is alive!
Each groups leader checked in with Ms. Reinwald after checking in with each group member and their timeline.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 5/24/22
TUESDAY, 5/24/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
ANNOUNCEMENT: It is doubtful that the laser engraver will be working before the end of the year. Please plan accordingly.
Each groups leader checked in with Ms. Reinwald after checking in with each group member and their timeline.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
FRIDAY, 5/20/22
FRIDAY, 5/20/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Each groups leader checked in with Ms. Reinwald after checking in with each group member and their timeline.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
Students completed a Mar Lander Group and Self Evaluation #1. (DUE: TODAY by the end of the period)
WEDNESDAY, 5/18/22
WEDNESDAY, 5/18/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
ANNOUNCEMENT: All students have been assigned a clean-up task that is to be carried out during the last 10 minutes of class each day. Student will receive a score (or will not receive a score) based on whether their assigned area is clean after class. Substitutes will receive a score if they check in with Mr. K at the end of task to see what they are to do (and then do it). If substitutes do not check in . . . they will receive no score for that day. F112 Clean-Up Assignments. Shop Clean-Up Assignments
Each groups leader checked in with an instructor.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
MONDAY, 5/16/22
MONDAY, 5/16/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Each groups leader checked in with an instructor.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 5/12/22
THURSDAY, 5/12/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
Groups elected a leader for each group (and informed their instructors who their leader is).
Students were given the class period to complete the timeline assignment if they haven't done so yet.
Students had time to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers to complete individual tasks.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 5/10/22
TUESDAY, 5/10/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
OBJECTIVE: Students will understand how regression analysis can be helpful in developing a model.
These Regression Analysis Class Notes were discussed for the first portion of the class period. Students watched the creation of a scatter plot using sample data, and how trendlines can be added to produce models for how an independent variable might relate to a dependent variable. These notes DO NOT describe the specific steps in the software for making these graphs. If you are gone from class, both Excel and Google Sheets have many instructions available to you.
Example spreadsheet used in the Regression Analysis discussion (Google Sheets version)
Example spreadsheet used in the Regression Analysis discussion (Excel version -- you will want to download this file first BEFORE opening it).
Mars Lander Student Groups were presented.
Groups elected a leader for each group (and informed their instructors who their leader is).
Students were given the remainder of the period to get in their groups, develop a complete list of tasks that need to be completed, and then started work on the timeline assignment. Students are strongly encouraged to finish the timeline assignment at home so that they have the period on Thursday to utilize the shop, school equipment, and/or Illustrator and Solidworks on the school's computers.
ASSIGNED WORK:
ASSIGNED WORK:
Mars Lander Timeline Assignment (DUE: 5/12/22 by the end of the period) Click on this Example Gantt Chart and use it as a template. You will first need to make your own copy of this file before you can edit it.
FRIDAY, 5/6/22
FRIDAY, 5/6/22
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.
OBJECTIVE: Students will understand the use of Gantt Charts as a means of keeping a project on schedule.
The next project was introduced. First, students were asked to complete the Mars Lander Partner Survey (linked to the right).
Next, all students were given a hardcopy of the Mars Lander Project Description. Students were given time to read this and were asked to get a pencil out to underline or otherwise mark anything that seems really important.
This Mars Lander Project Scoring Sheet 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.
The period was ended with Mr. K presenting some information on rockets in general: Rocket Presentation. Several important design concepts are included here.
ASSIGNED WORK:
ASSIGNED WORK:
Mars Lander Partner Survey (DUE: TODAY)
WEDNESDAY, 5/4/22
WEDNESDAY, 5/4/22
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.
Students played other groups games today. While playing, all students will create a list of questions that come up while setting up and playing aother groups game.
After playing another groups game, students filled out a Game Review Form.
ASSIGNED WORK:
ASSIGNED WORK:
Game Review Form (DUE: 5/4)
MONDAY, 5/2/22
MONDAY, 5/2/22
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.
Games are due today. Students used this class period to pull materials together to be turned in and play their finished game.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 4/28/22
THURSDAY, 4/28/22
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.
Students worked on individual and group tasks for the game project.
Groups should be ready to play their game on 5/2. There will be time to make small adjustments.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 4/26/22
TUESDAY, 4/26/22
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.
Students worked on individual and group tasks for the game project.
Students completed a Self/Group Evaluation.
Groups should be ready to play their game on 5/2. There will be time to make small adjustments.
ASSIGNED WORK:
ASSIGNED WORK:
3rd Self/Group Evaluation (DUE: TODAY)
FRIDAY, 4/22/22
FRIDAY, 4/22/22
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.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 4/20/22
WEDNESDAY, 4/20/22
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.
ANNONCEMENT: Put your 3D printing files in the same queue that you used for the wind spinner assignment.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
MONDAY, 4/18/22
MONDAY, 4/18/22
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.
ANNONCEMENT: Put your 3D printing files in the same queue that you used for the wind spinner assignment.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 4/14/22
THURSDAY, 4/14/22
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.
ANNONCEMENT: Put your 3D printing files in the same queue that you used for the wind spinner assignment.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 4/12/22
TUESDAY, 4/12/22
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.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
FRIDAY, 4/8/22
FRIDAY, 4/8/22
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.
Students completed a Group and Self Evaluation for the game project.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
Group and Self Evaluation (DUE: TODAY by the end of class.)
WEDNESDAY, 4/6/22
WEDNESDAY, 4/6/22
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.
Students worked on individual and group tasks for the game project.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
MONDAY, 4/4/22
MONDAY, 4/4/22
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.
Gantt Charts were briefly explained. Example Gantt Chart. 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 Beginning of class on 4/6, both the file into Canvas, and a hardcopy) Click on the "Example Gantt Chart" linked to the left and use it as a template -- you will need to make your own copy.
THURSDAY, 3/31/22
THURSDAY, 3/31/22
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.
ASSIGNED WORK:
ASSIGNED WORK:
Turned in a List of Changes that will be made to the group's game, this was turned into Canvas. (DUE End of the Period today, no late submittals)
TUESDAY, 3/29/22
TUESDAY, 3/29/22
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.
All groups should FINISH 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.
You will receive a score for your completed test game on Thursday. Your goal is to play your test game in class on Thursday.
ASSIGNED WORK:
ASSIGNED WORK:
Completed test game (Due 3/31 at the beginning of class)
FRIDAY, 3/18/22
FRIDAY, 3/18/22
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.
All groups should continue 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.
If you are still waiting to pitch your game idea to your instructors, start working on your test game while you wait.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 3/16/22
WEDNESDAY, 3/16/22
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.
Each group member should fill out the first Group Evaluation of this project.
All groups 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.
If you are still waiting to pitch your game idea to your instructors, start working on your test game while you wait.
ASSIGNED WORK:
ASSIGNED WORK:
First Group Evaluation (DUE: TODAY)
MONDAY, 3/14/22
MONDAY, 3/14/22
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 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 SUBMIT 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.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 3/9/22
WEDNESDAY, 3/9/22
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.
The Game Design Project was introduced and discussed. Each group should be prepared to pitch your game idea to the instructors by no later than 3/14. At that time, groups should have a hard copy of the completed Game Project Conceptualization Form to turn in (one per group).
Game Project Score Sheet (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: 3/14 by the end of class, submit form to Canvas)
MONDAY, 3/7/22
MONDAY, 3/7/22
Objective: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
Students used today to complete work on current assignments.
T-Testing Mini-Lab Assignment (DUE: TODAY)
Printed Wind Spinner Hanging in the Room (DUE: 3/18)
Obtain your printed wind spinner from an instructor.
Obtain some fishing line, a swivel, and a paper clip from an instructor.
Hang your wind spinner from the ceiling of the room as demonstrated by your instructor. Do not hang it so low that people will easily be able to touch it. Also, hand it so that the paper clip slides between the ceiling tile and the supporting metal frame. DO NOT STAB THE PAPER CLIP INTO A CEILING TILE.
If you are completely done with everything, read through the Game Design Project.
ASSIGNED WORK:
ASSIGNED WORK:
Read through the Game Design Project.
THURSDAY, 3/3/22
THURSDAY, 3/3/22
Objective: Students will understand the use of statistical tools (in particular, t-testing) to inform decision making when problem solving.
PLEASE COMPLETE THIS SURVEY FIRST THING TODAY: Partner Preference Survey. This survey will help us create teams for the next project that we will begin next week.
Data from Tuesday's Sample Survey was used to illustrate how experimental data might be analyzed. Sometimes there are reasons to throw data out.
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.
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:
T-Testing Mini-Lab Assignment (DUE: 3/7/22)
Printed Wind Spinner Hanging in the Room (DUE: 3/18)
Obtain your printed wind spinner from an instructor.
Obtain some fishing line, a swivel, and a paper clip from an instructor.
Hang your wind spinner from the ceiling of the room as demonstrated by your instructor. Do not hang it so low that people will easily be able to touch it. Also, hand it so that the paper clip slides between the ceiling tile and the supporting metal frame. DO NOT STAB THE PAPER CLIP INTO A CEILING TILE.
TUESDAY, 3/1/22
TUESDAY, 3/1/22
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.
During this period, all students are asked to complete this Sample Data Survey. Results of this survey will be used next period to discuss some statistical analysis. Students who respond in good faith will receive some participation credit. Before answering, students will need to complete two tasks -- determine the area of a provided piece of plywood (in square inches), and to determine the mass (in grams) of ONE of the provided screws. This should be completed before the end of the period.
Students were given the period to work on the Blowin' In the Wind Project. The order of steps are:
Model the wind spinner.
Create a 3D print file of the wind spinner in Z-Suite.
Place the .zcode file from Z-suite in the shared Google Folder of the appropriate color.
Fill out the hardcopy 3D printer queue.
Complete a drawing of their wind spinner in Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
Measure the area of the piece of plywood and the mass of one screw that were provided for measurement. Then complete this Sample Data Survey. (DUE: TODAY by end of period)
FRIDAY, 2/25/22
FRIDAY, 2/25/22
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.
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 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 3/1. 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
WEDNESDAY, 2/23/22
WEDNESDAY, 2/23/22
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.
The school's 3D printers, and 3D printing in general, were introduced, and the Blowin' In the Wind Design Project was formally introduced. Students took notes on important points. While 3D printers can do some amazing things, they also have their limitations.
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.
A printable file meeting the Blowin' In the Wind Project's criteria must be placed within the appropriate 3D printer queue folder (and the information filled out on the appropriate hard copy queue, by no later than 3/1.
For the remainder of the period, students worked on the Personal Mug Design Assignment and the Blowin' In the Wind Design Project.
ASSIGNED WORK:
ASSIGNED WORK:
Zortrax 3D Printer Introduction Assignment (DUE 2/25, at the beginning of class)
Blowin' In The Wind -- Hand-drawn sketch with outline of steps to be used in Solidworks to create your wind spinner (DUE 2/25, 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 3/1)
Blowin' In The Wind -- Solidworks Drawing (DUE 3/3)
Blowin' In The Wind -- Wind spinner printed (DUE 3/18)
FRIDAY, 2/18/22
FRIDAY, 2/18/22
OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks
Students were given this shorter period to continue to work on assigned work.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 2/16/22
WEDNESDAY, 2/16/22
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 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, 5/.
For the remainder of the period, students worked on the Personal Mug Design Assignment and the Blowin' In the Wind Design.
ASSIGNED WORK:
ASSIGNED WORK:
When finished with your Mug Design, watch this Loft, Flex, and Pattern Features in Solidworks Video (DUE: )
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. (DUE: TBA)
TUESDAY, 2/15/22 -- ALL DAY
TUESDAY, 2/15/22 -- ALL DAY
OBJECTIVE: Students will be able to utilize revolves and sweeps in Solidworks.
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 2/23)
FRIDAY, 2/11/22
FRIDAY, 2/11/22
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!
ANNOUNCEMENT: For the next several days, we will be working through the class list and having those who have either not milled their Initials file with a Shaper Origin or have not printed their ornament on the UV printer during class. You need to have both your Initials File (from last semester) saved as a .svg file, and your ornament file saved as a PDF with all your layers visible.
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.
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:
N/A
WEDNESDAY, 2/9/22
WEDNESDAY, 2/9/22
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
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. The 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 2/11)
Submit a correctly dimensioned PDF of the drawing of the Step Block in Solidworks (DUE 2/18)
Submit a correctly dimensioned PDF of the drawing of the Wedge Block in Solidworks (DUE 2/18)
Submit a correctly dimensioned PDF of the drawing of the Linkage in Solidworks (DUE 2/18
MONDAY, 2/7/22 -- ALL DAY
MONDAY, 2/7/22 -- ALL DAY
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.
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: TBA)
Print your Ornament on the UV Printer if you did not do so last Semester (DUE: 2/18)
Mill your Initials File using the Shaper Origin if you did not do so last Semester (DUE: 2/18)
TUESDAY, 2/1/22
TUESDAY, 2/1/22
OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.
Students continued to work to model each of the first four parts in Solidworks.
When finished with all four parts, students were asked to work on the Best Dimensioning Worksheet to the right. This assignment is being given in preparation for instruction on how to make proper technical drawings next week.
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 2/7 prior to the beginning of class)
FRIDAY, 1/28/22
FRIDAY, 1/28/22
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.
Various sketch tools were demonstrated in this Basic Sketch Tools Video. Please watch this video BEFORE attempting to complete the Linkage drawing. It may be helpful.
Following this, students continued to work to model each of the first four parts in Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
Watch this Basic Sketch Tools Video (DUE: TODAY)
THURSDAY, 1/27/22
THURSDAY, 1/27/22
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.
It is rare to have to completely start over when working on a project using Solidworks. Editing sketches and features is relatively easy. Students watched this Editing Sketches and Features Video so that mistakes can readily be fixed as you create parts in Solidworks.
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: TODAY)
Watch this Wedge Block Hints Video before attempting to model the Wedge Block in Solidworks (DUE: TODAY)
TUESDAY, 1/25/22
TUESDAY, 1/25/22
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.
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, and also allow them to assist students using the laser engraver, UV printer, and Shaper Origin routers. 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.
Students first watched this Introduction to Solidworks -- the User Interface Video.
Then students were asked to watch Mr. K model the first of the four assigned parts in his Riser Demo Video. 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 Friday, 1/21, before trying to further work on the Riser.
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 Introduction to Solidworks -- the User Interface Video (DUE: TODAY)
Watch this Riser Demo Video (DUE: TODAY)
TO TURN YOUR FIRST FOUR MODELS (LINKED BELOW) IN AS YOU COMPLETE THEM, PLEASE TAKE A SCREEN SHOT OF EACH FINISHED MODEL, PASTE IT IN A GOOGLE DOC, AND SUBMIT IT TO CANVAS.
Model the Riser in Solidworks (DUE 1/27)
Model the Step Block in Solidworks (DUE 2/1)
Model the Wedge Block in Solidworks (DUE 2/1)
Model the Linkage in Solidworks (DUE 2/1)
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.
FRIDAY, 1/21/22
FRIDAY, 1/21/22
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.
Students use the period to complete work on current assignments.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 1/19/22
WEDNESDAY, 1/19/22
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: You are to take notes (on paper) at the beginning of class.
The following items were discussed:
Saving files to your Google Drive. NEVER JUST SAVE THEM TO THE COMPUTER.
Saving files to a USB drive.
Using rubrics on Canvas to know what assignment requirements are.
Utilizing videos to complete assignments while you watch them. DO NOT SKIP THROUGH VIDEOS. YOU MISS INSTRUCTIONS AND INFORMATION.
Not waiting to complete the assignments, and trying to not utilize the 14-day grace period.
Coming in and asking for help if needed.
When finished with everything on a given day, go to the next day on the calendar to get ahead. You never know when things will take longer than you expect.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 1/14/22
FRIDAY, 1/14/22
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: There was no daily journal today.
Students should have their illustrator file modified for UV printing and submitted to Canvas. Students should also have obtained a piece of material from your instructors for printing your ornament design on, and the student's name should be placed on the UV print queue.
The last tool we wish to show you before leaving Illustrator for a while is the Shaper Origin Hand-held CNC router. To get familiar with the router, complete the assignment linked at right. Questions can be answered in order as you watch the videos.
Shaper Origin Milled Initials Assignment: When finished with this, create an artboard in Illustrator that is no bigger than 4" x 4". Then, use the pen tool to create an original version of your initials. You will be carving these initials out using a Shaper Origin. Therefore minimize the sharp, tight corners on your design. Around your initials, create another random shape with the pen tool. You will cut out pockets for your initials that are at least 1/4" deep, and you will cut along the outside of your surrounding shape, at least 1/4" deep, using an Origin. Submit your Illustrator file to Canvas when you have completed this design.
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 1/19 at the beginning of class)
Shaper Origin Milled Initials Assignment, Electronic File -- see assignment requirements to the left (DUE: 1/25)
Shaper Origin Milled Initials Assignment, the actual milling -- see assignment requirements to the left (DUE: 2/1)
WEDNESDAY, 1/12/22
WEDNESDAY, 1/12/22
OBJECTIVE: Students will learn how to use the laser engraver.
OBJECTIVE: Students will learn how to use the UV Printer.
DAILY JOURNAL: Answer these questions. You may need to go to the above Laser Engraver Queue to find the answers.
1. How do you sign up on the queue for the laser engraver?
2. When finished engraving, what do you need to do?
3. What does "being on deck" mean? Why do we want the next student on deck at the engraver when someone else is using it?
Students should have their illustrator file completed (they have printed it out on paper, used string and tape to determine where to put the hole to cut on the ornament for the string, put the hole in their illustrator file (with a stroke size for cutting), and then place their name on the laser engraver queue.
Today, students are to watch this Using Illustrator for UV Printing video. Headsets are available at the front of the classroom -- return them when finished with them. Students will be altering their Illustrator ornament file so that it can be printed on the UV printer. Altering your file might be most easily accomplished by modifying your file while watching the video. When your file is ready to be printed, go to the shop and obtain a piece of material that is large enough for your design (your instructors will identify material to be used -- either wood or plexiglass). Once you have material in hand, place your name on the UV Printer Queue linked to the top of this calendar page.
ASSIGNED WORK:
ASSIGNED WORK:
Submit your Illustrator Ornament File (the .ai file) that you will use for UV printing to Canvas . (DUE: 1/14, beginning of the period)
MONDAY, 1/10/22
MONDAY, 1/10/22
OBJECTIVE: Students will learn how to use the laser engraver.
ANNOUNCEMENT: At least one of your instructors will be here from 8 until 10 PM on both Thursday (1/13) and Friday (1/14) this week (the late start days). You are welcome to come in before school to get help on missing assignments, or simply to have more time to work on the computers or with the equipment if you wish.
DAILY JOURNAL: In your journal, indicate whether you will be coming in early on 1/13 or 1/14. Indicate what you will be working on if you come in. If you are not coming in, indicate all the work that you are missing in this class, and what your specific plan is for completing that work.
Students were given the period to work on their Holiday Ornament Assignment. Illustrator designs should be completed today. When your design is finished, sign up on the Laser Engraver Queue linked to the top of this calendar page. When it is your turn, you will be called to do your engraving.
Students finishing early are to move on to work slated for the next period.
ASSIGNED WORK:
ASSIGNED WORK:
Submit your Illustrator Ornament File (the .ai file) that you will use for laser engraving to Canvas . (DUE: 1/12, beginning of the period)
THURSDAY, 1/6/22
THURSDAY, 1/6/22
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.
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.)
Students were given a hardcopy of the Holiday Ornament Assignment (linked below) and were asked to read it first before the presentation was given.
ADDITION CONSIDERATION FOR THE ORNAMENT ASSIGNMENT: you will using the design you come up with for your ornament and make a color print on wood of your design using the new UV printer. Keep this in mind when you are designing. You will need to use color, and something will need to be embossed on your design.
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 given the remainder of the period to work on their Holiday Ornament Assignment. Students should start by getting their ornament sketch approved first before digitizing your design in Illustrator.
ASSIGNED WORK:
ASSIGNED WORK:
A teacher-initialed sketch (hand drawn) of an ornament design you plan to do. Indicate colors of elements, and what will be embossed (raised) right on the drawing. (DUE: 1/10, beginning of the period)
TUESDAY, 1/4/22
TUESDAY, 1/4/22
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: There was no journal today.
There were two goals for students today:
Complete the energy analysis for the Egg Delivery System Project. Likely, students will first need to obtain a velocity from the video they captured on launch day. ALL STUDENTS ARE TO COMPELTE THE ENERGY ANALYSIS ON THEIR OWN AND SUBMIT THEIR OWN WORK. This Using Video and Logger Pro to Measure the Motion of Objects shows you how to utilize the Logger Pro software on the class computers to analyze your video. This is one means of accomplishing this.
Dismantle / discard / clean-up their launcher.
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 of in the dumpster in the parking lot.
If your 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. )
ASSIGNED WORK:
ASSIGNED WORK:
Submit your energy analysis for the Egg Delivery System Project . Despite what the assignment says, ALL STUDENT S ARE TO SUBMIT A COMPLETE ENERGY ANALYSIS WITH ALL CALCULATIONS. (DUE 1/6, by the beginning of class). There will be no time to work on it next class period.
Dismantle, discard, and clean up your launcher as directed by your instructors. (DUE TODAY, by the end of class) If you wish to take your launcher home, you must take it ASAP and inform your instructors as to your plan.
THURSDAY, 12/16/21
THURSDAY, 12/16/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: We are collecting your journals today. Put them in the class IN box.
Today is launch day!
This Launcher Energy Worksheet was used by each group to collect and record all necessary information. Students were to describe how they determined all measured quantities as part of the assignment. For your calculations, assume LARGE eggs will be used and that their mass is 55 grams.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 12/14/21
TUESDAY, 12/14/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: Your journal will be collected next class, 12/16. If you need to print your journal, you may do so during class if your launcher is finished.
Today is the LAST class period that you have to complete your egg launcher.
This Launcher Energy Worksheet was used by each group to collect and record all necessary information. Students were to describe how they determined all measured quantities as part of the assignment. For your calculations, assume LARGE eggs will be used and that their mass is 55 grams.
Should you get done, with your launcher, start working on a design for this assignment: Holiday Ornament Assignment and the Laser Engraver Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
FRIDAY, 12/10/21
FRIDAY, 12/10/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: Today, Mr. Kirsch or Ms. Reinwald will check in with every group. Be prepared to let us know if you've tested your launcher, how it went, and if you have calculated your spring constant yet. After you've read this, head on out to the shop to work.
All groups were working in the shop today.
Should you get done, with your launcher, start working on a design for this assignment: Holiday Ornament Assignment and the Laser Engraver Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 12/8/21
WEDNESDAY, 12/8/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: 1. Including today, how many more work days do you have until your launcher is due? 2. What is your plan for finishing by the morning of 12/16? Be specific...saying that you will work really hard is not a specific action.
All groups were working in the shop today.
Should you get done, with your launcher, start working on a design for this assignment: Holiday Ornament Assignment and the Laser Engraver Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Laser Engraver Assignment - you must complete this assignment before you can use the laser engraver. (Due 12/14)
MONDAY, 12/6/21
MONDAY, 12/6/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: 1. When is your Launcher Spring Constant Assignment due? 2. What resources do you have available to you to help with this assignment?
All groups were working in the shop today, hopefully to determine the spring constant for their launcher.
Should you get done, with your launcher, start working on a design for this assignment: Holiday Ornament Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 12/2/21
THURSDAY, 12/2/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
DAILY JOURNAL: Re-read the requirements for the energy analysis for the Egg Delivery System Project. What do you think you will need to measure to estimate the energy that the egg and its container are given just as they are launched from the launcher?
Mr. K went over some examples of how a group might determine the quantities of energy that are needed to complete the energy analysis portion of the Egg Launcher Project. Egg Launcher Energy Analysis -- Example Calculations.
Following this, all groups were working in the shop today, hopefully to determine the spring constant for their launcher.
ASSIGNED WORK:
ASSIGNED WORK:
Launcher Spring Constant Assignment. For this assignment, all students are to estimate the value of the spring constant (in N/m) for their Egg Launcher in a manner similar to the examples shared in class. (DUE 12/8) Your analysis should include:
A description of what was measured.
A description of how testing was completed so someone else could repeat your procedure.
A description of any assumptions that were made.
All unit conversions that were required (completed in a fashion similar to what was shown in the examples provided in class).
The equations that were utilized.
All work and calculations must be included and should be neat and legible and should be similar to the work presented in class in the examples.
TUESDAY, 11/30/21
TUESDAY, 11/30/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the different types of energy and will be able to utilize concepts of energy to make predictions and analyze motion.
ANNOUNCEMENT: Students will have 5 more periods of work in the shop to complete their launchers. Launchers will be due 12/16.
DAILY JOURNAL: Come up with three things you have learned (truly learned) about working with the physical world and building in the shop so far on the Egg Launcher Project. Can't come up with anything you say? Well . . . have you had to change anything from the design you drew up on paper? If so . . . . Place your responses in Canvas.
As a group, instructors shared some of these student responses with the entire class.
Mr. K introduced the equations for elastic potential energy (EPE) and gravitational potential energy (GPE). These, combined with KE, are the three primary relationships you will need to complete the energy-analysis portion of the Egg Launcher Project. Egg Launcher Energy Equations -- Notes.
Following this, all groups were working in the shop today.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 11/23/21
TUESDAY, 11/23/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
DAILY JOURNAL: Students were asked to complete an Egg Launcher Progress form.
All groups should be working in the shop today.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
FRIDAY, 11/19/21
FRIDAY, 11/19/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
OBJECTIVE: Students will understand what energy is and the energy transformations associated with their egg launchers.
DAILY JOURNAL: Students were asked to take notes today regarding energy and how energy applies to the operation of their egg launcher.
Following this brief introductory presentation, all groups worked in the shop today. Students should be working as quickly as possible to get to the point of testing their launchers (with something other than an egg of course). Ultimately, you won't know if it is going to work or not until you test it.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
MONDAY, 11/15/21
MONDAY, 11/15/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
DAILY JOURNAL:
Put your name on a Google Doc.
Indicate if your computer has Mastercam 2022. You may have to search for this program if it is not on the desktop.
If the ethernet port doesn't work, put your name on a piece of paper and let us know. You'll know that your ethernet port works if you can access the internet.
Lastly write down the six digit CSD tag number -- it is on the top of the box under the table on the computers in F112.
Print your Doc on the classroom printer (so that we can figure out which machines still need the printer added). If your computer is not connected to a printer, write these things on a piece of paper. Be sure to add your name on the paper, so we will be able to figure out what still needs to be done.
All groups should be working in the shop today.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
TUESDAY, 11/9/21
TUESDAY, 11/9/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
DAILY JOURNAL:
When is the last day to turn in your Cabinet Art decal for points?
All groups should be working in the shop today.
The First Cuts Project was assigned for students who are not in Woodworking. This assignment will help you use all the tools that are available to you to make your egg launcher. After this assignment is complete, you may continue to use the tools in the shop to start construction of your egg launcher.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 11/3/21
WEDNESDAY, 11/3/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
DAILY JOURNAL:
Check your grade in Canvas. What are you missing?
All groups should begin working in the shop today.
The First Cuts Project was assigned for students who are not in Woodworking. This assignment will help you use all the tools that are available to you to make your egg launcher. After this assignment is complete, you may continue to use the tools in the shop to start construction of your egg launcher.
Students should be ready to turn in their daily journal next week. If your journal is on a google doc, and you need to print it here at school, let us know.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
MONDAY, 11/1/21
MONDAY, 11/1/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
DAILY JOURNAL:
Students were given the beginning of class to work on their Egg Delivery System Drawings and BOM (Bill of Materials).
All groups should begin working in the shop today.
The First Cuts Project was assigned for students who are not in Woodworking. This assignment will help you use all the tools that are available to you to make your egg launcher. After this assignment is complete, you may continue to use the tools in the shop to start construction of your egg launcher.
Material for the First Cuts project is on the black cart in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
THURSDAY, 10/28/21
THURSDAY, 10/28/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
OBJECTIVE: Students will utilize the school's vinyl cutter.
DAILY JOURNAL:
Look at the Egg Delivery System Project. What specific requirements are we looking for in a completed two view drawing?
Students were given time to work on their Egg Delivery System Drawings and BOM (Bill of Materials). Please be as specific as you can be so that we have time to gather materials for you BEFORE class. It is unlikely that we will have time to find materials for you during class.
When complete, drawings and BOM were reviewed by an instructor. If everything seems inline with the assignment requirements, then groups were allowed to use class time to cut their cabinet art decals or begin construction in the shop. Step by step directions for printing on the vinyl cutter .
The First Cuts Project was assigned for students who are not in Woodworking. This assignment will help you use all the tools that are available to you to make your egg launcher. After this assignment is complete, you may continue to use the tools in the shop to start construction of your egg launcher.
Material for the First Cuts project is on the black cart in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Individual Egg Delivery System Drawings and BOM (DUE 10/28)
Cabinet Art Physical Decal (DUE 10/29)
The First Cuts Project (DUE TBA)
TUESDAY, 10/26/21
TUESDAY, 10/26/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
OBJECTIVE: Students will utilize the school's vinyl cutter.
DAILY JOURNAL:
Look at Canvas. What assignments are you missing?
What is your groups plan so that work can continue if one of you is missing from class?
Look at the Egg Delivery System Project. What four things need to be in your table to complete your BOM?
Students were given time to work on their Egg Delivery System Drawings and BOM (Bill of Materials). Please be as specific as you can be so that we have time to gather materials for you BEFORE class. It is unlikely that we will have time to find materials for you during class.
When complete, drawings and BOM were reviewed by an instructor. If everything seems inline with the assignment requirements, then groups were allowed to use class time to cut their cabinet art decals or begin construction in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Individual Egg Delivery System Drawings and BOM (DUE 10/28)
Cabinet Art Physical Decal (DUE 10/29)
FRIDAY, 10/22/21
FRIDAY, 10/22/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
OBJECTIVE: Students will understand the requirements for their first shop project.
OBJECTIVE: Students will utilize the school's vinyl cutter.
DAILY JOURNAL: To answer today's questions, read this entire calendar entry.
1. What is due by the end of class today?
2. When can you use class time to work on vinyl cutting for your cabinet art?
Students were given time to work on their Egg Delivery System Drawings and BOM (Bill of Materials). Please be as specific as you can be so that we have time to gather materials for you BEFORE class. It is unlikely that we will have time to find materials for you during class.
When complete, drawings and BOM were reviewed by an instructor. If everything seems inline with the assignment requirements, then groups were allowed to use class time to cut their cabinet art decals.
ASSIGNED WORK:
ASSIGNED WORK:
Five thumbnail sketches of five DIFFERENT launcher ideas - one per group (DUE TODAY)
Individual Egg Delivery System Drawings and BOM (DUE 10/25)
Cabinet Art Physical Decal (DUE 10/29)
WEDNESDAY, 10/20/21
WEDNESDAY, 10/20/21
OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.
DAILY JOURNAL: Read the instructions for the Egg Delivery System Project. (Your journal should include the date and be something that you will be able to turn in when we have journal checks.)
In your OWN words, what is the goal of the Egg Delivery System Project?
After picking your partner, what is your first step?
When may you start construction in the shop?
What materials is CV providing?
After students completed their daily journal, Mr. K shared some construction tips that will be useful for the next project. Students took notes during the presentation. Construction Tip Notes.
ASSIGNED WORK:
ASSIGNED WORK:
MONDAY, 10/18/21
MONDAY, 10/18/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
DAILY JOURNAL: Answer the following questions in your journal. (We will periodically check these for a grade. Make sure to include the date.
Look at the Personal Decal Assignment, what 3 things must you do to turn in this assignment?
Your Cabinet Art Decal is due by Friday. Give a brief update on your progress and what you will do to ensure that this project is completed by Friday. Remember, this is the last class dedicated to work on this assignment.
When finished with the Personal Decal (or while waiting to cut your decal), students worked on the Cabinet Art Assignment.
This will be the last day dedicated to working on both vinyl decal assignments in class.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Decal Assignment (Physical Decal -- DUE 10/20)
Cabinet Art Assignment (Physical Decal -- DUE 10/22)
THURSDAY, 10/14/21
THURSDAY, 10/14/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Students who participated in the shop safety demonstrations last class took the safety test.
Students who have already passed the safety test continued to worked on the Personal Decal Assignment and Cabinet Art Assignment.
When finished with the Personal Decal (or while waiting to cut your decal), students were asked to work on the Cabinet Art Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 10/12/21
TUESDAY, 10/12/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Part of the class participated in safety demonstrations for some of the equipment in the shop.
Students who have already passed the safety test continued to worked on the Personal Decal Assignment and Cabinet Art Assignment.
Then finished with the Personal Decal (or while waiting to cut your decal), students were asked to start work on the Cabinet Art Assignment.
You can now download Adobe Illustrator at home. Follow these directions to install Illustrator on your home computer.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 10/8/21
FRIDAY, 10/8/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Then finished with the Personal Decal (or while waiting to cut your decal), students were asked to start work on the Cabinet Art Assignment.
Soon, students will be working in the shop with some of the equipment. Before this can happen, students must pass a safety test. General shop safety was discussed as a class for a portion of the period.
Students who have already passed the safety test continued to worked on the Personal Decal Assignment and Cabinet Art Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 10/6/21
WEDNESDAY, 10/6/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Ms Reinwald demonstrated how to use layers in Illustrator.
Then finished with the Personal Decal (or while waiting to cut your decal), students were asked to start work on the Cabinet Art Assignment.
Students having created their Cut Studio file are to place their name on the paper queue that was provided by your instructors. 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:
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.
View the vinyl cutter training video, and complete the Vinyl Cutter Questions and submit to Canvas.
Follow the instructions on the Personal Decal Assignment to load the Cut Studio Extension into Illustrator and to make their Cut Studio file.
Cut your vinyl decal in F12 when it is your turn per the paper queue.
ASSIGNED WORK:
ASSIGNED WORK:
Cabinet Art Assignment sketches (Due 10/8)
Cabinet Art Assignment digital file (Due 10/12)
MONDAY, 10/4/21
MONDAY, 10/4/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Ms Reinwald demonstrated how to use layers in Illustrator.
Students were allowed to work in the computer labs on their Personal Decal Assignment. If the vinyl cutter questions have been answered, students will be allowed to put their name on the vinyl cutter queue and cut as the cutter is available.
Then finished with the Personal Decal (or while waiting to cut your decal), students were asked to start work on the Cabinet Art Assignment.
VINYL CUTTER RULES:
Never feed rolls of vinyl unless a teacher gives you permission.
Always use scraps in the file cabinets first.
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.
Exacto knives and scissors do not leave F112, and must be returned to their homes when done with them.
Clean up all your weeded material. It goes in the trash.
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. 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:
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.
View the vinyl cutter training video, and complete the Vinyl Cutter Questions and submit to Canvas.
Follow the instructions on the Personal Decal Assignment to load the Cut Studio Extension into Illustrator and to make their Cut Studio file.
Cut your vinyl decal in F12 when it is your turn per the paper queue.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Decal Assignment (the digital file) (DUE 10/6 by the end of the period.)
Vinyl Cutter Video Questions -- submit on Canvas (DUE TODAY)
Personal Decal Assignment (the finished decal) (DUE TBD)
Cabinet Art Assignment sketches (Due 10/8)
THURSDAY, 9/30/21
THURSDAY, 9/30/21
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Students continued working on their personal decal designs.
VINYL CUTTER RULES:
Never feed rolls of vinyl unless a teacher gives you permission.
Always use scraps in the file cabinets first.
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.
Exacto knives and scissors do not leave F112, and must be returned to their homes when done with them.
Clean up all your weeded material. It goes in the trash.
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. 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:
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.
View the vinyl cutter training video, and complete the Vinyl Cutter Questions and submit to Canvas.
Follow the instructions on the Personal Decal Assignment to load the Cut Studio Extension into Illustrator and to make their Cut Studio file.
Cut your vinyl decal in F12 when it is your turn per the paper queue.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Decal Assignment (the digital file) (DUE 10/6 )
Vinyl Cutter Video Questions -- submit on Canvas (DUE 10/4)
Personal Decal Assignment (the finished decal) (DUE TBD)
TUESDAY, 9/28/21
TUESDAY, 9/28/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
OBJECTIVE: Students will be able to utilize the school's vinyl cutters to solve problems.
Cutting decals on the vinyl cutter was discussed briefly in class. This is a multi-step process. The steps listed on the Personal Decal Assignment walk you through this. Refer to this document often as you complete this project.
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.
To cut vinyl, a file must be created in a program called Cut Studio. Fortunately, Illustrator has a plug-in for Cut Studio that each student will have to load. Students are to use this plug-n to generate the file that Cut Studio will utilize to cut the decal. Instructions for generating the Cut Studio file are located on the Vinyl Cutter Safety Page and are creatively entitled: "Instructions for Printing on the Vinyl Cutters" .
The general process for making a vinyl sticker was shown in this Vinyl Cutting Demo Video. Note -- this cutter is different than the ones we have, but the general process is shown here. The video was selected primarily because it was short and sweet.
Students were also told they must watch the training video on the vinyl cutter before attempting to use the vinyl cutter. This too is listed on the Personal Decal Assignment and located on the Vinyl Cutter Safety Page. To assist you in focusing on the proper things, answer these Vinyl Cutter Questions and submit them to Canvas. The video is not the best -- it could use some editing and be redone, but it serves well enough. Deviations from the video are noted in the questions themselves.
Your cut-studio file for your personal decal design must be visually approved by an instructor prior to placing your name on the vinyl cutter queue. After approval, place your name on the paper queue that was provided by your instructors. No more than two people should be at a vinyl cutter at any given time. 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:
Finish their hand-drawn sketches for their Personal Decals. Obtain approval from an instructor.
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.
View the vinyl cutter training video, and complete the Vinyl Cutter Questions and submit to Canvas.
Work on missing assignments (only when the above things are completed).
ASSIGNED WORK:
ASSIGNED WORK:
Personal Decal Assignment (the digital file) (DUE TBD)
Vinyl Cutter Video Questions -- submit on Canvas (DUE TBD)
Personal Decal Assignment (the finished decal) (DUE TBD)
FRIDAY, 9/24/21
FRIDAY, 9/24/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
Ms Reinwald showed the class some more tools in Illustrator.
Students continued brainstorming ideas for their personal logo. Try to think of it has a symbol that represents you as a person. (A soccer ball with your name on it tells us more about your ability to draw a soccer ball than who you are.)
Students worked on the Personal Logo Assignment and finished sketching their ideas. Remember, your first idea is most likely not your BEST idea!
ASSIGNED WORK:
ASSIGNED WORK:
5 personal logo sketches with instructor initials (Due 9/24, turn in hard copy with initials)
WEDNESDAY, 9/22/21
WEDNESDAY, 9/22/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
Students watched this video -- examples of simple logos . . . that aren't so simple. Each have a hidden meaning. Logos with hidden meaning video.
Negative Space also helps to add interest and hidden meaning/ideas. Your mind will automatically fill in the gaps when negative space is used.
Students started brainstorming ideas for there personal logo. Try to think of it has a symbol that represents you as a person. (A soccer ball with your name on it tells us more about your ability to draw a soccer ball than who you are.)
Students read through the Personal Logo Assignment and started sketching their ideas. Remember, your first idea is most likely not your BEST idea!
ASSIGNED WORK:
ASSIGNED WORK:
5 personal logo sketches with instructor initials (Due 9/24, turn in hard copy with initials)
MONDAY, 9/20/21
MONDAY, 9/20/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
Ms Reinwald demonstrated some design tools in Adobe Illustrator.
Students played the Bezier Game to practice using the pen tool to create bezier curves.
Students were given some time in the labs to work on Illustrator to complete the first two Illustrator assignments. When saving and submitting your work, make sure to name your files so that you submit the correct and completed assignment. This is a good habit to have for all of your classes.
ASSIGNED WORK:
ASSIGNED WORK:
Submit on Canvas: Illustrator Level 1 Design Challenge. (DUE: 9/20 by the end of class)
Complete the "Level 2 - Student File". You will need to save this to your Google Drive, and open it within Illustrator. (DUE: 9/22 by the end of class)
THURSDAY, 9/16/21
THURSDAY, 9/16/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
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 "Level 1 - Student File". Follow the instructions in the lesson. You will need to save this file to your Google Drive, then download it to the computer, and finally open it within Illustrator. (DUE: 9/16 by the end of class)
Illustrator Level 1 Design Challenge. (DUE: TBA)
Complete the "Level 2 - Student File". You will need to save this to your Google Drive, and open it within Illustrator. (DUE: TBA)
TUESDAY, 9/14/21
TUESDAY, 9/14/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
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 "Level 1 - Student File". Follow the instructions in the lesson. You will need to save this file to your Google Drive, then download it to the computer, and finally open it within Illustrator. (DUE: 9/16 by the end of class)
Illustrator Level 1 Design Challenge. (DUE: TBA)
FRIDAY, 9/10/21
FRIDAY, 9/10/21
OBJECTIVE: Students will learn the basics of elements drawn in Illustrator, and how to modify them.
Students completed the What do you know about logos and design? Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
Submit on Canvas: Students completed the What do you know about logos and design? Assignment. (Due 9/10)
WEDNESDAY, 9/8/21
WEDNESDAY, 9/8/21
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.
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.
ASSIGNED WORK:
ASSIGNED WORK:
Complete this Initial Class Survey. (DUE 9/8, completed in class)
Read (and have your parents read) this Class 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 2/9, by the beginning of class)
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