Embedded Files
DAILY CLEAN-UP ASSIGNMENTS
DAILY CLEAN-UP ASSIGNMENTS
LASER ENGRAVER QUEUE (for use during class times; use outside of class is always first-come-first-served)
LASER ENGRAVER QUEUE (for use during class times; use outside of class is always first-come-first-served)
UV PRINTER QUEUE (for use at any time)
UV PRINTER QUEUE (for use at any time)
SHAPER ORIGIN QUEUE (for use during class times; use outside of class is always first-come-first-served)
SHAPER ORIGIN QUEUE (for use during class times; use outside of class is always first-come-first-served)
3D PRINTER QUEUES (Place your file to be printed into the Google folders of the color you want it printed in. Additionally, you MUST fill out the paper hardcopy for the desired color.)
3D PRINTER QUEUES (Place your file to be printed into the Google folders of the color you want it printed in. Additionally, you MUST fill out the paper hardcopy for the desired color.)
FRIDAY, 3/6/26
FRIDAY, 3/6/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: There was no journal today. Instead, students were asked to take notes on today's material that was discussed in class.
Mr. K briefly discussed some topics students will encounter on the Beam Load Simulation assignment. Solidworks Simulation -- Stress, Strain, Displacement and Failure class notes.
Following this, students worked on the Beam Load Simulation.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 3/4/26
WEDNESDAY, 3/4/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: There was no journal today. Instead, students were asked to take notes on today's material that was discussed in class.
Mr. K discussed moments of inertia -- what are they, what are they for, how does Solidworks use them, and why we should care. Solidworks and Material Properties -- Moment of Inertia class notes.
Students were asked to work on the Beam Load Simulation linked to the right.
Students were encouraged to ask questions as needed about the Center of Mass Calculation assignment that was given yesterday.
ASSIGNED WORK:
ASSIGNED WORK:
Beam Load Simulation (DUE 3/11)
MONDAY, 3/2/26 (ALL)
MONDAY, 3/2/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: There was no journal today. Instead, students were asked to take notes on today's material that was discussed in class.
One of the things that makes Solidworks such a powerful design tool is its ability to have designs go through a series of simulations. You can model forces, loading, deflections, stresses, flow, movement, motion, fit for an assembly, and many others.
All these simulations will utilize various Material Properties of a part or an assembly of parts for its simulations. Understanding the various material properties provided by Solidworks is the first step toward being able to utilize simulations for design.
Solidworks and Material Properties class notes (presented by Mr. K in class)
ASSIGNED WORK:
ASSIGNED WORK:
Use this drawing of this Center of Mass Calculation Model to calculate the location of the COM. (DUE: 3/6) For credit, you must show your calculations for:
determining the mass of each simpler piece.
determining the location of each simpler piece's COM.
computing the overall COM of the larger part.
FRIDAY, 2/27/26
FRIDAY, 2/27/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: These questions refer to the Loft Part you just created and the tutorial that you followed:
At minimum, how many different planes does a loft feature require? Explain the reason for your answer fully.
When creating a lofted feature, why is it important to click on the profile close to the same relative position along the profile when selecting profiles to use in your loft? What happens if you are not consistent?
What is the function of the trim plane in the context of the FLEX Tool?
Besides bending, what else can you do with the FLEX Tool?
Students were given time to finish their Lofts Tutorial Part.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 2/25/26
WEDNESDAY, 2/25/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: These questions refer to the Pattern Features Part you just created:
How was the shell feature utilized?
The first slot (known as the seed feature if it gets used later in a pattern) was created on the front plane, not on the wall of the cylinder. What was selected on the feature properties to allow the slot to appear through the wall of the cylinder?
What would be the advantage of utilizing an equation like the one you did in this part when you model things in solidworks?
Students were given time to finish their Pattern Features Part.
ASSIGNED WORK:
ASSIGNED WORK:
Complete the LOFTS Tutorial located under the BASIC TECHNIQUES tab of the Solidworks Tutorials. (DUE 3/2)
You do not need to create a drawing for this part.
Take a screen shot of your completed hammerhead. Paste this into a Google Doc. Save it as a PDF. Submit the PDF to Canvas.
MONDAY, 2/23/26 (ALL)
MONDAY, 2/23/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: No journal was required today.
Students were given time to finish their Pattern Features Part.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 2/20/26
FRIDAY, 2/20/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY: No journal was required today.
When finished with their Mug Design, students started to learn about pattern features by modeling the Pattern Features Part.
ASSIGNED WORK:
ASSIGNED WORK:
Pattern Features Part (DUE 2/25)
Model this part in Solidworks utilizing both linear and circular features.
The Solidworks Tutorial PATTERN FEATURES under the BASIC TECHNIQUES tab of the Solidworks Tutorials will walk you through the model creation.
Make the equation that the tutorial instructs you to.
Make a drawing of your part with four rows of slots. All drawing and dimensioning standards should be followed, however you only need to provide the overall dimensions for the part. You do not need to create a detailed view for instance. Your instructors want to know you can model it, that you understand the pattern feature, and that you model it correctly.
Use the equation to create five rows of slots in your part. Take a screen shot of this new version of the part, and paste it into the drawing you will be turning in to show that your equation works.
Finally, take a screen shot of your equation and paste that into your drawing.
Turn in a PDF version of your drawing in Canvas.
WEDNESDAY, 2/18/26
WEDNESDAY, 2/18/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY:
To create a revolved feature, what two things do you need?
Explain why you cannot revolve a circle about a circle's diameter.
Why would you want to make a section view? Show where the section view tool is located on the Heads-Up Display Menu. SCREEN SHOT
Where is the tool that allows you to change display options for the part being modelled in the graphics area? SCREEN SHOT
What two things are needed to make a sweep feature? Be specific.
When drawings are graded, the following shorthand notation will be used in the comments for feedback:
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)
Today, students worked to model a mug in Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Mug Design Assignment (DUE 2/20) If you would like to watch Mr. K model a mug, watch Video #9 on the Solidworks page of the Safety website. Watching this video is optional, but if you get stuck . . . this is where you need to turn to first.
FRIDAY, 2/13/26
FRIDAY, 2/13/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY (from SW Video #6 from 13:00 to the end):
What is a redundant dimension and why don't you want to place redundant dimensions on a drawing?
In which view in a drawing do you dimension the size and location of round features?
Explain what you need to do to modify and update the text in the border of the drawing?
Once you are done updating the border, how do you get back to the point where you can modify your drawing some more?
If you add text to a drawing, what must be true of it to comply to the drawing standards?
Relative to your three orthographic views, where should you never place dimensions, and why is this the case?
In the video, Mr. K indicates that PDF's must be turned into Canvas rather than the dimensioned drawing. To answer this question, find out from him what the other really important reason is for turning in the PDF rather than the SW drawing file. It has something to do with how SW works.
Students worked on their dimensioned drawings.
ASSIGNED WORK:
ASSIGNED WORK:
Go to the Solidworks page of the CVHS Safety Website. Watch the seventh video: #7 Revolved Features. (DUE: TODAY)
Go to the Solidworks page of the CVHS Safety Website. Watch the eighth video: #8 Swept Features. (DUE: TODAY)
WEDNESDAY, 2/11/26
WEDNESDAY, 2/11/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY:
Today's video refers to a checklist that you should use when you are dimensioning drawings to help you make sure you dimension a drawing correctly. It is shown in the video. For your journal, explain where (besides the video) you can access this checklist. Hint: the video does not tell you exactly where it is located. So . . . where else should you look on a given day when asked to find something associated with that day?
On this checklist, what is the difference between highlighted items, and things that are not highlighted?
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 guide this process, and should be used when creating drawings. These rules are discussed in the last half of SW video #6, what you will be watching today.
This Dimensioning Standards Checklist highlights 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!
After you have created a drawing of each of your four initial models, watch the remainder of SW #6 video that discusses dimensioning your drawings. Once you have watched this, you are ready to finish your drawings for each of your models.
Students started by dimensioning their drawing of the Riser. This should be submitted, graded by an instructor, and feedback 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 all at once will miss this opportunity. Students will not receive another chance to submit these four drawings.
ASSIGNED WORK:
ASSIGNED WORK:
Go to the Solidworks page of the CVHS Safety Website. Watch the sixth video from 13:00 to the end: #6 Basic Drawings. (DUE: TODAY) Watch this before making any drawings of the parts you have modelled.
Submit a correctly dimensioned PDF of the drawing of the Riser in Solidworks (DUE 2/13)
Submit a correctly dimensioned PDF of the drawing of the Step Block in Solidworks (DUE 2/13)
Submit a correctly dimensioned PDF of the drawing of the Wedge Block in Solidworks (DUE 2/13)
Submit a correctly dimensioned PDF of the drawing of the Linkage in Solidworks (DUE 2/13)
All drawings must be completed as demonstrated in class and/or on the online video and posted instructions. All your drawing views should be oriented in the exact same fashion as shown on the PDF's posted on this website that you used to create the models originally. If your dimensions do not match those shown on the provided drawings when you smart dimension things, fix your model before turning in your drawing. Correct modelling will be part of the grade for these drawings.
Refer to Videos #10 and #11 if the orientation of your views are not as shown on the PDF's that we have provided. For a complete score, your views in your drawing should match our views in the PDF's we provided.
YOU MUST SUBMIT A PDF VERSION OF YOUR DRAWING. IF YOU SUBMIT JUST THE SW DRAWING FILE, YOUR VIEWS WILL BE BLANK BECAUSE THE SW DRAWING FILE WILL BE TRYING TO REFERENCE YOUR ORIGINAL SW PART FILE WHICH CANVAS (AND YOUR TEACHERS) WILL NOT HAVE ACCESS TO.
MONDAY, 2/9/26 (ALL)
MONDAY, 2/9/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY (from SW Video #6 from 0:00 to 13:00):
Where are the drawing templates located that you can download?
When you have opened a drawing (or a drawing template), what two tabs of the Command Manager do you want to have open?
After importing your views into a drawing, if you need to change the size, appearance, or some other characteristic of all views, which of the four views should you select and modify, and why?
What display style should your isometric view be set to?
What display style should your three orthographic views be set to?
Students continued to set up a drawing for each of the four initial models they have made in Solidworks. These drawings should not be turned in yet (we need to add dimensions to them).
ASSIGNED WORK:
ASSIGNED WORK:
Set up a drawing for each of the four parts you have modelled in Solidworks, following the instructions in the first 13:00 minutes of SW Video #6: Basic Drawings. DO NOT TURN THEM IN AT THIS POINT. YOU WILL NEED TO ADD DIMENSIONS TO THEM.
FRIDAY, 2/6/26
FRIDAY, 2/6/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY:
Create a solid rectangular prism in Solidworks. Next, use the SHELL feature to hollow out the box, removing the top surface of the box in the process. Finally, double the thickness of one of the sides of the now-empty box. Nothing is needed in the description portion of the journal. SCREEN SHOT.
When objects are created in Solidworks, students will generally be requested to produce a multi-view drawing. Today's video (linked to the right) guides you through the process of setting up a drawing of a part you create in Solidworks. Drawing templates to be downloaded and used when making drawings in Solidworks are located on the Solidworks page of the CVHS Safety Website beneath the DRAWING TEMPLATES heading under WRITTEN INSTRUCTIONS.
After watching SW video #6, students were asked to create drawings of the four parts they have modelled (the Riser, Step Block, Wedge Block, and Linkage). NOTE: Do not print or otherwise turn in your drawings at this point. We first must learn how to properly dimension themStudents continued to work on the assignments given yesterday.
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 2/11 by the beginning of class)
Go to the Solidworks page of the CVHS Safety Website. Watch SW Video #6: Basic Drawings from 0:00 to 13:00. (DUE: 2/9 by the beginning of class) Watch this before making any drawings of the parts you have modelled.
WEDNESDAY, 2/4/26
WEDNESDAY, 2/4/26
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY (from SW Video #3 & #5):
How do you use the design tree to edit an existing sketch? SCREEN SHOT
When editing a sketch, what must you do to change an existing dimension?
When sketching, what happens to tell you that you actually have a closed shape and not one that is open or has crossing lines?
What does a box highlighted with blue on the left side of the screen in the Feature Manager Area indicate at times when performing commands on sketches or features? SCREEN SHOT of an example of a blue-highlighted box.
How do you add a relation between two entities in a sketch, and why would you want to do this?
At the end of video #5 Sketch Tools, the idiot speaker couldn't figure out why Solidworks was asking if he wanted to keep both bodies. Can you figure why, after the extrude cut, there are now two bodies? If you can't figure it out, come ask Mr. K.
Students continued to work on the assignments given yesterday.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 2/2/26 (ALL)
MONDAY, 2/2/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY (from SW Video #2):
What tool allows you to set the size and/or position of an object in a sketch or feature?
What is the difference between an element (like a line) that is blue, and one that is black within a sketch?
What is a relation? SCREEN SHOT of a coincident relation in one of your sketches.
How do you change the system of units being used when in a part? SCREEN SHOT
What should you do when you see a yellow message appear in the Feature Manager Design Tree?
Where does the Design Tree move to when a yellow message appears? SCREEN SHOT
When doing a second extrude that will connect to a first extrude, how do you make sure the two solids merge into a single solid? SCREEN SHOT
Go to the CVHS Safety page and navigate to the Solidworks page located under the Software pulldown menu. Watch the first video: #1 Introduction to Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
Go to the Solidworks page of the CVHS Safety Website. Watch the third video: #3 Editing a Part. (DUE: 2/4) Watch this before you model the next three models.
Go to the Solidworks page of the CVHS Safety Website. Watch the fifth video: #5 Sketch Tools. (DUE: 2/4) Watch this before you model the next three models.
Model the Step Block in Solidworks (DUE 2/6)
Model the Wedge Block in Solidworks (DUE 2/6)
Model the Linkage in Solidworks (DUE 2/6)
Follow the same instructions you used for submitting the Riser when completing these models.
FRIDAY, 1/30/26 (ALL)
FRIDAY, 1/30/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
SOLIDWORKS JOURNAL TOPICS FOR TODAY (from SW Video #1):
How do you quickly open the Orientation pop-up window in SW? SCREEN SHOT
What must you do with the mouse to zoom in and out on a part?
What must you do with the mouse to be able to rotate a part?
Where is the Feature Manager Design Tree and what does it do? SCREEN SHOT
What is the Timeline? What can you use it for? SCREEN SHOT (You may need to start modelling your Riser model before you can make the Timeline appear.)
When creating a part, the three basic steps you will generally follow are what?
Students worked on the assignments listed to the right.
ASSIGNED WORK:
ASSIGNED WORK:
Go to the Solidworks page of the CVHS Safety Website. Watch the second video: #2 Modeling the Riser. (DUE: TODAY) While watching this video, open a Solidworks part and model the Riser (see below).
Model the Riser in Solidworks (DUE 2/2)
TO TURN IN THE RISER PLEASE TAKE A SCREEN SHOT OF THE FINISHED MODEL (WINDOWS KEY + SHIFT KEY + S), PASTE THE SCREEN SHOT IN A GOOGLE DOC, CONVERT THIS TO A PDF, AND SUBMIT THE PDF TO CANVAS.
Please create the part so that the bottom left view on the PDF drawing of the riser provided above (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 make drawings of your part.
BE SURE TO SAVE YOUR MODEL TO YOUR GOOGLE DRIVE. If you fail to save it, or save it only to the local school computer that has Deep Freeze and they get wiped off the computer, you will be required to model them again.
WEDNESDAY, 1/28/26 (ALL)
WEDNESDAY, 1/28/26 (ALL)
OBJECTIVE: Students will become certified in using Solidworks.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
ANNOUNCEMENT: SOLIDWORKS JOURNAL: The daily journal is being modified. The goal of this new journal format is to help you organize, focus, and retain important features of Solidworks. Begin by opening this Solidworks Journal Template. Make a copy of this template and save it somewhere on your drive. Each day, enter the day's topics into a new row of this journal and then provide the definition and a screen shot as required. Screen shots, when required, are to be taken directly from Solidworks -- not from a video about Solidworks. An example entry is provided on the template.
SOLIDWORKS JOURNAL TOPICS FOR TODAY:
Simply read the two entries on the template for today.
Go to the CVHS Safety page and navigate to the Solidworks page located under the Software pulldown menu. Watch the first video: #1 Introduction to Solidworks.
You are not required to download either Illustrator or Solidworks at home. You can always request access to the school's computers outside of normal class times as needed. That said, many students enjoy having the flexibility to use these programs at home. Below are instructions for downloading the programs:
CV Student Instructions for Downloading Illustrator at Home (We think these work. Please let us know if they do not. Note -- you have to be using your school Google account.)
CV Student Instructions for Downloading Solidworks at Home (You must be signed into your school Google Account to open this document. The district has a limited number of downloadable licenses and therefore, we do not wish to simply put the serial number in a public location. Additionally, this download works well on PC's. Some people have success downloading on a Mac if they can run Windows on their Mac, but not everyone has success.)
ASSIGNED WORK:
ASSIGNED WORK:
Cut/engrave your Monogram assignment on the laser engraver (DUE: 2/6). Completing this during class periods likely will require you completing some Solidworks assignments outside of class. It can be completed before school, after school, or during lunch.
Go to the Solidworks page of the CVHS Safety Website. Watch the first video: #1 Introduction to Solidworks. (DUE: TODAY).
2ND SEMESTER BEGINS
2ND SEMESTER BEGINS
FRIDAY, 1/23/26
FRIDAY, 1/23/26
OBJECTIVE: Students will be prepared to engage 8th Graders with pre-engineering activities.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
DAILY JOURNAL: There was no daily journal today.
Students were given assignments and helped clean the shop and classroom. When tasks were completed, students continued to work on their outstanding work.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 1/21/26
WEDNESDAY, 1/21/26
OBJECTIVE: Students will be prepared to engage 8th Graders with pre-engineering activities.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
DAILY JOURNAL: There was no daily journal today.
Work priorities today:
Print your puzzle piece design onto your puzzle piece using the UV printer. (Sign up on the queue for the UV printer).
Finish your sketches for the Monogram Logo Project, pick one and make it better, and then get it approved by an instructor. Then turn in your sketches.
Laser engrave your Monogram Logo on the laser engraver. Turn it in to the basket with a piece of tape on it with your name.
Review your grades in this class and complete any missing assignments.
Go to the CVHS Safety page and navigate to the Solidworks page located under the Software pulldown menu. Watch the first video: #1 Introduction to Solidworks.
ASSIGNED WORK:
ASSIGNED WORK:
Go to the CVHS Safety page and navigate to the Solidworks page located under the Software pulldown menu. Watch the first video: #1 Introduction to Solidworks. (DUE: 1/28, by the beginning of class).
FRIDAY, 1/16/26 (ALL)
FRIDAY, 1/16/26 (ALL)
OBJECTIVE: Students will be prepared to engage 8th Graders with pre-engineering activities.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
DAILY JOURNAL: There was no daily journal today.
Students helped facilitate two sessions with the visiting 8th graders.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 1/14/26 (ALL)
WEDNESDAY, 1/14/26 (ALL)
OBJECTIVE: Students will be prepared to engage 8th Graders with pre-engineering activities.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
DAILY JOURNAL: There was no daily journal today.
Students prepared for the 8th grade visit on Friday.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 1/12/26 (ALL)
MONDAY, 1/12/26 (ALL)
OBJECTIVE: Students will be prepared to engage 8th Graders with pre-engineering activities.
OBJECTIVE: Students will learn the employability skills necessary to be successful in most careers.
On Friday, 1/16, the 8th Grade class from Cheldelin Middle School will be here at CV. All 160 students will be divided into six groups and will go through a rotation visiting each of the CTE areas in the school. One of the stops is the Pre-Engineering area -- this area.
Session #4 (12:35 - 1:05 PM), Session 5 (1:10 - 1:40 PM), and Session #6 (1:45 - 2:15 PM) will be occurring during our class period. CMS students will be paired up and will undertake a scavenger hunt of various activities throughout the spaces in our area. Everyone has either been assigned a station or will be assigned a pair of CMS students to guide around the shop. Guides -- your job is to keep the pair moving and help them identify activities where there is no wait. Everyone's objective between now and Friday is to understand your station (guides -- you will need to have a handle on where all the stations will be located) to the point where you can teach 8th graders how to safely carry out the activity you have been assigned. There will be a grade for your preparation and participation in Canvas.
On Friday -- you need to get here early (12:25 PM).
DAILY JOURNAL: Answer the following questions:
What is your assignment for the 8th Grade visit on Friday? Answer completely with full sentences.
What time do you need to arrive at class on Friday?
List the things you need to do between now and Friday to be ready to full support the 8th grade experience on Friday.
8th Grade Visit Scavenger Hunt Sheet (the sheet that 8th Graders will complete).
Map of CVHS Pre-Engineering Spaces (will be on the back of the 8th Grade Scavenger Hunt Sheet).
Questions were answered as necessary, and then students began to prepare for the 8th grade visit on Friday.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 1/9/26
FRIDAY, 1/9/26
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
ANNOUNCEMENT: Mr. K will be in the shop from 11 AM until 3:00 PM this Saturday (1/10). If you want to come and work on projects, you will need to 1) come in through the back door to the shop (go through the open gate in the parking lot) and 2) be prepared to either stay until the end to help clean-up, or let Mr. K know before you do leave so he can give you something to clean up.
DAILY JOURNAL: Read through the Monogram Logo project. What piece of equipment will you be learning? What does a stroke or fill of 1pt do? What does a stroke of .001 inches do?
Work priority today:
The completion of all Cheldelin tiles must be the highest priority at this point. They need to be printed and ready for the visiting 8th graders on Friday, 1/16. Some of you still need to make corrections and resubmit your .ai and .pdf files.
Cut out your puzzle piece using the Shaper Origin.
Print your puzzle piece design onto your puzzle piece using the UV printer. (If there is a line, sign up on the queue for the UV printer).
If done with all of this OR if you are waiting to UV print or use a Shaper, start working on the Monogram Logo Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 1/7/26
WEDNESDAY, 1/7/26
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: There was no daily journal.
Work priority today:
The completion of all Cheldelin tiles must be the highest priority at this point. They need to be printed and ready for the visiting 8th graders on Friday, 1/16.
Cut out your puzzle piece using the Shaper Origin.
Finish your Illustrator Puzzle Piece design.
Print your puzzle piece design onto your puzzle piece using the UV printer. (If there is a line, sign up on the queue for the UV printer).
If done with all of this, come ask an instructor what to work on next.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 1/5/26 (ALL)
MONDAY, 1/5/26 (ALL)
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: No entry was required given the short period today.
Work priority today:
The completion of all Cheldelin tiles must be the highest priority at this point. They need to be printed and ready for the visiting 8th graders on Friday, 1/16.
Cut out your puzzle piece using the Shaper Origin.
Finish your Illustrator Puzzle Piece design.
Print your puzzle piece design onto your puzzle piece using the UV printer. (If there is a line, sign up on the queue for the UV printer).
If done with all of this, come ask an instructor what to work on next.
Instructors checked in with anyone still missing tiles.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 12/19/25
FRIDAY, 12/19/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Take a look at this image. What do you see?
Students are to work on things in this order of priority:
Cut your puzzle piece using the Shaper Origin (you will need to wait for a student-teacher to come and get you).
Complete all assigned Cheldelin tiles, including tile #4 if you get it finally assigned and have not received a 4th one yet. This includes making and resubmitting any necessary corrections.
Complete your Puzzling Piece design.
Print your Puzzling Piece design on your puzzle piece using the UV printer.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 12/17/25
WEDNESDAY, 12/17/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: There was no daily journal today.
Students are to work on things in this order of priority:
Cut your puzzle piece using the Shaper Origin (you will need to wait for a student-teacher to come and get you).
Complete all assigned Cheldelin tiles, including tile #4. Check this updated list if have not received a 4th one yet. This includes making and resubmitting any necessary corrections.
Complete your Puzzling Piece design.
Print your Puzzling Piece design on your puzzle piece using the UV printer.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 12/15/25 (ALL)
MONDAY, 12/15/25 (ALL)
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Watch this video. The tips in this video will be helpful in helping you have more control when you use the pen tool. As you watch, write down on a piece of paper the steps you can take to polish up your designs. Pause and rewind the video as need in order to create steps that you will be able to follow. Use your chromebook to add a photo of your to your journal.
Ms. Reinwald discussed the process of coming up with original designs.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 12/12/25
FRIDAY, 12/12/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Show all work in solving this problem. Do this by either showing work in your electronic journal, or do the work on paper and then take a picture with your Chromebook and paste it into your journal. Show all conversion factors, and show unit cancelation as was demonstrated in class earlier.
Mr. K has mistakenly make his Illustrator artboard 235 points wide and 198 points tall rather than specify inches. What are these two dimensions in inches? (For your conversions, use both of these: there are 12 points in 1 pica; there are 6 picas in 1 inch).
As students worked on assignments independently, Mr. K took eight students out to the shop to have them cut out their puzzle pieces using the Shaper Origins. Two students worked at each station. One would cut their piece out while the second student watched and learned. When the first student was done, the student who watched went and found someone else to come out and learn how to use the Shaper BEFORE before they cut their piece.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 12/10/25
WEDNESDAY, 12/10/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Read the Puzzling Pieces Assignment. What are 5 things to keep in mind while designing your puzzle piece?
As a part of this assignment, all students will be responsible for not only learning how to use the Shaper Origins and the UV printer, but also teaching another student how to complete use each piece of equipment.
Ms. Reinwald talked briefly about The Principles of Design.
Students had time to work on Illustrator assignments.
ASSIGNED WORK:
ASSIGNED WORK:
Puzzling Pieces Assignment (DUE: TBA) You MUST use the template files linked below when completing this assignment.
CNC Puzzle Shape SVG File (for cutting on the Shaper)
Puzzle Shape Illustrator File (to use when creating your UV printer file)
Puzzle Piece Design File (DUE: 12/19)
Final Finished Puzzle Piece: (DUE: 1/16)
MONDAY, 12/8/25
MONDAY, 12/8/25
OBJECTIVE: Students will understand the potential career paths within engineering.
DAILY JOURNAL: There was no daily journal today.
OSU Engineering Ambassadors made a presentation to students today. OSU Ambassador Presentation.
ASSIGNED WORK:
ASSIGNED WORK:
Questions for the OSU Engineering Ambassador Presenters from today. (DUE: TODAY)
CVHS Trade Fair Assignment (DUE: 12/15) If absent (excused) from school on 12/10, please do #1a, c, d, and e, by looking into two companies or trades in an online fashion. Indicate this is what you had to do on the document you turn in.
FRIDAY, 12/5/25
FRIDAY, 12/5/25
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: OSU Engineering Ambassadors will be here on Monday talking with you about their experiences as engineering students at OSU. For your journal today, prepare three thoughtful, non-trivial questions that you will ask our visitors on Monday.
Students spent the class working on their tiles for Cheldelin.
When finished with your tiles work on the Shaper Origin assignment listed to the right. If you get this done, watch this video regarding how one would create a puzzle piece.
ASSIGNED WORK:
ASSIGNED WORK:
Shaper Origin CNC Router Introduction Assignment. Place your answers on a Google Doc. and submit it to Canvas when finished. (DUE 12/10, by the beginning of class)
WEDNESDAY, 12/3/25
WEDNESDAY, 12/3/25
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Students were asked to complete this brief survey regarding their interest in volunteering and helping with the Women of the Woods camp scheduled for after school next Monday through Thursday, December 8th - December 11th.
Students spent the class working on their tiles for Cheldelin.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 11/25/25
TUESDAY, 11/25/25
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: As a class, students watched this video: How to generate the most creative ideas (even if you are not creative). For your journal, answer the following questions:
What are the three steps to Idea Stacking (according to the video)?
One of the premises of the video is that "creativity isn't about originality, it's about recombination". Do you agree or disagree with this? Full explain and give one example (not mentioned in the video) to support your argument.
Students spent the class working on their tiles for Cheldelin.
ASSIGNED WORK:
ASSIGNED WORK:
1st Cheldelin Tile (DUE TODAY)
Cheldelin Tiles #2, 3, and #4 (DUE 12/5)
FRIDAY, 11/21/25
FRIDAY, 11/21/25
OBJECTIVE: Students will understand the potential career paths within engineering.
DAILY JOURNAL: "Paste in place" is a great function to understand and use in Illustrator, however, it isn't necessary for the tiles. Why?
IDEA Student Assignments for Cheldelin Collage (It will be helpful to use ctrl + f to find your name on this document.)
Students will use this Cheldelin Tile Design Checklist to get each tile approved by an instructor. Do not lose this sheet, it is part of your grade.
Students spent the class working on their tiles for Cheldelin.
ASSIGNED WORK:
ASSIGNED WORK:
Cheldelin Tile Design Checklist (DUE: TBA)
WEDNESDAY, 11/19/25
WEDNESDAY, 11/19/25
OBJECTIVE: Students will understand the potential career paths within engineering.
DAILY JOURNAL: Click this link and spend some time looking at the image.
1. What is the Visual Hierarchy?
2. List two reasons why it is important.
Fill this out: Student Request Form - Cheldelin Tiles
Reinwald talked about design at the beginning of class
Make sure to use Design Principles Checklist before you submit your final designs.
ASSIGNED WORK:
ASSIGNED WORK:
MONDAY, 11/17/25
MONDAY, 11/17/25
OBJECTIVE: Students will understand the potential career paths within engineering.
DAILY JOURNAL: No journal today.
On a piece of paper, write 3 questions that you have for our OSU Engineering visitors today. Make sure to ask or write down the answers to these questions. We will collect them at the end of class.
OSU Engineering Students associated with the NASA RockOn Project presented to the class today.
ASSIGNED WORK:
ASSIGNED WORK:
Questions for the OSU NASA RockOn Presenters from today. (DUE: TODAY)
FRIDAY, 11/14/25
FRIDAY, 11/14/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: What should you do when you complete an assignment?
Ms. Reinwald demonstrated how to make layers for UV printing files and how to use Image Trace and Shape Builder.
Students had time to work on Illustrator assignments.
ASSIGNED WORK:
ASSIGNED WORK:
WEDNESDAY, 11/12/25
WEDNESDAY, 11/12/25
OBJECTIVE: Students will understand how to utilize the Shaper Origin CNC Routers.
OBJECTIVE: Students will learn the use of Adobe Illustrator.
DAILY JOURNAL: Students read the Personal Tile Assignment. Why are you making a personal tile? What 4 things must be included in your tile?
Ms. Reinwald demonstrated how to use the Type on a Path tool.
Students had time to work on Illustrator assignments.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Tile Assignment - File Only (DUE: 11/19)
FRIDAY, 11/7/25
FRIDAY, 11/7/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: What happens when you click and drag when you are using the Pen Tool?
Reinwald introduced some more Illustrator tools.
Students had time to work on their Illustrator assignments.
Students played the Pen Tool Game if they completed the Pen Tool Practice Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
AI Pen Tool Practice Assignment (DUE: 11/12 by the end of class)
WEDNESDAY, 11/5/25
WEDNESDAY, 11/5/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: Write out, step by step, how to save your Illustrator file to your drive. How often should you save?
Reinwald introduced some more Illustrator tools.
Students had time to work on their Illustrator assignments.
ASSIGNED WORK:
ASSIGNED WORK:
Illustrator Level 1 Design Challenge. (DUE 11/7, by the end of class)
MONDAY, 11/3/25
MONDAY, 11/3/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: No journal today.
Mr. K talked briefly about the Marble Machine Energy write ups.
Students were given time disassemble their marble machines (OR take them home with the next day or two).
Students should obtain a USB flash drive. The USB will be needed later to run equipment as well.
DOWNLOADING ILLUSTRATOR ON A COMPUTER AT HOME: You can now download Adobe Illustrator at home. Follow these directions to install Illustrator on your home computer.
ASSIGNED WORK:
ASSIGNED WORK:
Complete the "Level 1 - Student File". Follow the instructions in the lesson. You will need to save this to your Google Drive, and open it within Illustrator. (DUE 11/5, by the end of class)
Illustrator Level 1 Design Challenge. (DUE 11/7, by the end of class)
WEDNESDAY, 10/29/25
WEDNESDAY, 10/29/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: No journal today.
Ms. Reinwald demonstrated some design tools in Illustrator.
Students were given time to work on Illustrator to complete the first two Illustrator assignments.
Students were reminded how to download files, save files from Illustrator, and then save those files back to their Google Drive.
Students should obtain a USB flash drive. The USB will be needed later to run equipment as well.
DOWNLOADING ILLUSTRATOR ON A COMPUTER AT HOME: You can now download Adobe Illustrator at home. Follow these directions to install Illustrator on your home computer.
ASSIGNED WORK:
ASSIGNED WORK:
Complete the "Level 1 - Student File". Follow the instructions in the lesson. You will need to save this to your Google Drive, and open it within Illustrator. (DUE 11/3, by the end of class)
Illustrator Level 1 Design Challenge. (DUE 11/5, by the end of class)
MONDAY, 10/27/25
MONDAY, 10/27/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: Instead of a journal today, fill out this IDEA Marble Machines - Self and Group Evaluation.
Students ran their Marble Machines and instructors assigned grades.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 10/24/25
FRIDAY, 10/24/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: There was no entry today.
Students were given time to work on their Marble Machines and Energy Analysis. By the end of the period, the Marble Machine should be placed in the location indicated by your instructors, and the Energy Analysis should be turned in.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 10/22/25
WEDNESDAY, 10/22/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: Answer the following questions:
If a rolling can of vegetarian refried beans races a can of chicken broth (both having the same diameter and same mass) down an inclined ramp, which will win, or will it be a tie? Justify your answer with your reasoning.
After the race (done in class), report the results of the race and utilize the concepts of energy to explain the result.
Students were given time to work on their Marble Machines and Energy Analysis.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/20/25 (ALL)
MONDAY, 10/20/25 (ALL)
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: What was the point of the demonstration with the board in class on Friday?
Students were given time to work on their Marble Machines in the shop, and their energy analyses as needed.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 10/17/25
FRIDAY, 10/17/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: There was no daily journal today.
Mr. K introduced concepts of energy today. This presentation includes the relationships required to complete this analysis. Marble Machine Energy Introduction Presentation.
Following this presentation, students were given time to try and estimate the three energies they were asked to find associated with their machines.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 10/15/25
WEDNESDAY, 10/15/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: Students watched this Gimli Glider video. For your journal, answer the following questions:
What features were designed into the 767 plane that allowed the pilots to still get it safely onto the ground despite having no fuel and power? List at least two.
What are the three energies associated with your marble machine that you are asked to quantify in the Marble Machine Energy Analysis.
Students were given time to work on their marble machines in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Marble Machine Energy Analysis (DUE: 10/29. due at the beginning of class) THIS IS AN INDIVIDUAL ASSIGNMENT. YOU CAN COLLECT DATA TOGETHER WITH YOUR PARTNER, BUT AFTER THAT YOU ARE TO WORK SEPARATELY AND NOT SHARE WORK WITH ONE ANOTHER.
MONDAY, 10/13/25 (ALL)
MONDAY, 10/13/25 (ALL)
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: There was no daily journal today.
Concepts of energy will be incorporated in this Marble Machine Project. In preparation for discussing energy, read the assignment linked to the right.
Students were given time to work on their marble machines in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Read this Marble Machine Energy Analysis and be prepared for a quiz on Wednesday (DUE: 10/15 by the beginning of class)
FRIDAY, 10/10/25
FRIDAY, 10/10/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
ANNOUNCEMENT: Note the due date for your working Marble Machine to the right. You will have most of 10/13 and 10/15 to work on your machines. You should have most of your machine functional by the end of the day on 10/15 because we will need to do some things with them the following day associated with energy. But you will have some time the following week to work on them as well.
DAILY JOURNAL: Students were shown a portion of this Top 15 Engineering Fails -- what were they thinking video (only #4 from 18:30 - 20:45). This was a $327 million mistake. For your journal, answer these questions:
What is the point of performing unit conversions in the fashion demonstrated in this class?
Why is it important to always include the units when providing "an answer".
Why does this method of doing unit conversions greatly reduce the need for memorization?
Students worked in the shop on their marble machines.
ASSIGNED WORK:
ASSIGNED WORK:
Marble Machines (DUE: 10/24)
WEDNESDAY, 10/8/25
WEDNESDAY, 10/8/25
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
OBJECTIVE: Students will be able to employ shop equipment when attempting to solve problems.
DAILY JOURNAL: Complete the provided problem, showing all work and following all instructions on the Unit Conversion Worksheet when responding to such problems.
Before going to the shop, students had to successfully complete today's journal question, as well as show all work for this question.
Students worked in the shop on their marble machines.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/6/25 (ALL)
MONDAY, 10/6/25 (ALL)
OBJECTIVE: Students will understand how to perform unit conversions and how to show their understanding through work.
OBJECTIVE: Students will understand concepts of science to the point of analyzing systems and making predictions.
DAILY JOURNAL: There was no daily journal today. Instead, students were to take notes today on today's presentation.
We will eventually be considering the energy and its conversions that take place within your marble machine. Before we quantify energy, we must be sure we can correctly transform quantities from one set of units of measure to another.
Mr. K discussed how to convert units on measured quantities. He also demonstrated how students are to show their work to display their understanding. Whenever asked to do calculations in this class, you must show your work in the manner demonstrated in class to receive full credit. We are never interested in knowing whether you got the correct answer, but rather that you know HOW to get the right answer. Unit Conversions and Dimensional Analysis Notes. (NOTE: Not all of these slides were presented in class -- but the extra slides can serve as additional examples if you require extra help.)
ASSIGNED WORK:
ASSIGNED WORK:
Basic Unit Conversion Worksheet (DUE: 10/10 by the beginning of class) All work must be formatted in the manner demonstrated in class. DO THIS EARLY -- THAT WAY IF YOU NEED HELP, YOU CAN COME GET IT BEFORE IT IS DUE.
FRIDAY, 10/3/25
FRIDAY, 10/3/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
Students were shown this video: The Crazy Engineering of Venice
DAILY JOURNAL: Referencing the video, respond to the following:
What is your reaction to this story?
List three things that really surprised you.
What do you believe will be Venice's next largest engineering challenge given what you know about our world?
Students worked on their Marble Machines in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 10/1/25
WEDNESDAY, 10/1/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
Students were shown this video: Wintergatan Marble Machine (using 2000 marbles)
DAILY JOURNAL: From the video, list three non-trivial things you wonder about for the marble machine you watched in the video. Specifically, list something you observe happening that you cannot explain from what you observe.
Students worked on their Marble Machines in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 9/29/25 (ALL)
MONDAY, 9/29/25 (ALL)
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: There no journal for today so students could work in the shop during the shorter period.
Students worked on their Marble Machines in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 9/26/25
FRIDAY, 9/26/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
To be in the shop, students now must:
Have all safety tests and test corrections completed.
Must have a signed class contract turned in.
Must have appropriate clothing on.
Students unable to work in the shop for any of the above reasons must make time up in order to support partner work. The same is true for anyone missing class (for athletics or other reasons).
DAILY JOURNAL: Explain how you and your partner will communicate with one another when:
A partner knows in advance that they will not be in class on a given period.
When a partner unexpectedly, earlier in the day, discovers they will not be in class later that day.
Students worked with their partner in the Shop on their Marble Machine designs..
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 9/24/25
WEDNESDAY, 9/24/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
To be in the shop, students now must:
Have all safety tests and test corrections completed.
Must have a signed class contract turned in.
Must have appropriate clothing on.
Students unable to work in the shop for any of the above reasons must make time up in order to support partner work. The same is true for anyone missing class (for athletics or other reasons).
DAILY JOURNAL: Today's journal is going to require some planning and coordination between you, your partner, the partners who will precede your marble machine, and the partners who follow your marble machine. Answer the following questions once you have obtained the required information.
What is your group number for the marble machine project?
What are the partner names of the group whose marble machine will precede yours?
What are the partner names of the group whose marble machine will come after yours?
With your chromebook, take a picture of the 16"x16" platform that will hold your marble machine and paste it into your journal. On your platform, mark the following things in sharpe:
Your group number.
Your names.
The location at an edge in which the marble from the group that precedes you will come onto your device and somehow trigger your marble. Mark with a triangle.
The location at an edge in which your marble leaves your device to trigger the next group's device. Mark with a circle.
Students who have completed their drawings began work in the shop. Students who have not completed the First Cuts project should complete this first while their partner starts the Marble Machine.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 9/22/25 (ALL)
MONDAY, 9/22/25 (ALL)
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: Students should get out paper to take notes on. There no journal for today.
Mr. K discussed basic construction techniques in the shop with students to give them some hints for the Marble Machine Project. Construction Tips -- Notes.
Students were reminded that at this point, they are NOT expected to know how to build anything. Experience and trial and error will be your best teacher here (as well as throughout the rest of your life!). Students took notes during the presentation.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 9/19/25
FRIDAY, 9/19/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: If you have three pulleys in your marble machine, does that count as three moving parts? Why?
Students continued to work on completing initial safety testing and the First Cuts Project.
Students who have completed the First Cuts Project should work with their partners to create an aligned drawing and a Bill of Materials.
A complete bill of materials (BOM) must be provided with the drawings indicating each item required for your marble machine with its description and quantity. For this, make a table in which each item you intend to use is associated with a single row. Use the columns with the following names in this given order: Item description, quantity, material type, who is to provide it (CV, or group members). Yes – each group member provides a BOM, again to ensure everyone is on the same page.
ASSIGNED WORK:
ASSIGNED WORK:
N/A
WEDNESDAY, 9/17/25
WEDNESDAY, 9/17/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: What scale should you use for your aligned drawings? What four columns need to be included in your BOM?
Students continued to work on completing initial safety testing and the First Cuts Project.
Students who have completed the First Cuts Project should work with their partners to create thumbnail sketches, an aligned drawing and a Bill of Materials.
Drawings are to be fully dimensioned and should include information regarding how parts are to be fastened together.
Drawings should be neat. Text should be legible. Straight edges should be used wherever appropriate.
Drawings should be drawn to scale. For instance, when using a scale of 1:4, every 1” on the drawing would represent 4” in the real world.
Drawings should have enough information and detail on them so that someone else could build your marble machine as you intend without the need to talk to you for clarifications. Use text as needed to explain things.
A complete bill of materials (BOM) must be provided with the drawings indicating each item required for your marble machine with its description and quantity. For this, make a table in which each item you intend to use is associated with a single row. Use the columns with the following names in this given order: Item description, quantity, material type, who is to provide it (CV, or group members). Yes – each group member provides a BOM, again to ensure everyone is on the same page.
ASSIGNED WORK:
ASSIGNED WORK:
Aligned and Dimensioned Drawing and BOM (DUE: 9/19 by the end of class) This is an example of an ALIGNED drawing.
MONDAY, 9/15/25 (ALL)
MONDAY, 9/15/25 (ALL)
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: TBA
The first large project, the Marble Machine Project, (which will require the use of the shop) was introduced at the beginning of the period.
Students chose their partners and each group was assigned a group number. Groups MUST communicate with the groups directly in front and behind them in the marble machine order in order to create a successful marble transition.
Students worked with their partners to create thumbnail sketches, an aligned drawing, and a Bill of Materials for the first large project.
A complete bill of materials (BOM) must be provided with the drawings indicating each item required with its description and quantity. For this, make a table in which each item you intend to use is associated with a single row. Use the columns with the following names in this given order: Item description, quantity, material type, who is to provide it (CV, or group members). Yes – each group member provides a BOM, again to ensure everyone is on the same page.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
FRIDAY, 9/12/25
FRIDAY, 9/12/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: How many different safety tests will you need to complete, and what are they?
Students continued to work on completing initial safety testing and the First Cuts Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 9/10/25
WEDNESDAY, 9/10/25
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: Explain where the safety videos are located on the CVHS Safety Page.
Students continued to work on completing initial safety testing and the First Cuts Project. The suggested procedure:
Watch the safety video for a piece of equipment (there are four you need to do -- the Band Saws, Scroll Saws, Stationary Sanders, and Drill Presses). These videos can be found on the CVHS Safety Page linked at the top of your class website.
Go do the task on the First Cuts assignment associated with that piece of equipment.
Come back to the room and complete the safety test for that piece of equipment (all the tests are on Canvas).
Complete all test corrections if you do not get 100% on the test.
Repeat this procedure for the next piece of equipment until you have cycled through all four.
Turn in the First Cuts Project into the Inbox in the classroom.
In order to minimize bottlenecks at certain machines, you have been assigned a machine to start with while completing the First Cuts Project and safety tests. Start with your assigned machine, then move on to the next in the following order:
Band Saw
Scroll Saw
Stationary Sanders
Drill Press
Safety Test Order (look here to determine the tool you should start with)
ASSIGNED WORK:
ASSIGNED WORK:
The First Cuts Project (DUE 9/19)
Complete the Band Saw Safety Test, and do test corrections as necessary. (DUE 9/19) If absent today, first watch the Band Saw Safety Video on the CV Safety Website, before taking the test.
Complete the Scroll Saw Safety Test, and do test corrections as necessary. (DUE 9/19) If absent today, first watch the Scroll Saw Safety video on the CV Safety Website, before taking the test.
Complete the Stationary Sander Safety Test, and do test corrections as necessary. (DUE 9/19) If absent today, first watch the Stationary Sander Safety Video on the CV Safety Website, before taking the test.
Complete the Drill Press Safety Test, and do test corrections as necessary. (DUE 9/19) If absent today, first watch the Drill Press Safety Video on the CV Safety Website, before taking the test.
MONDAY, 9/8/25 (ALL)
MONDAY, 9/8/25 (ALL)
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
DAILY JOURNAL: There was no journal today.
Students completed the General Shop Safety Test on Canvas. For any question answered wrong, a student must write out on a piece of paper a complete, stand-alone statement that summarizes the correct concept that the missed question was targeting on the test. For instance, "Safety glasses must be worn always" is not a sufficient stand-alone statement because there is no context. "Safety glasses must be worn at all times IN THE SHOP" however can stand alone because context is given. These test corrections can be done on paper and can be turned into the In basket in the room. The student's name and the test in question should be on the paper.
Students obtained a piece of wood for their First Cuts Project, placed their name on it, and placed it in the class cabinet in the shop.
Time permitting, students worked to complete safety testing. See Wednesday, 9/11.
ASSIGNED WORK:
ASSIGNED WORK:
General Shop Safety Test (DUE: TODAY)
FRIDAY, 9/5/25
FRIDAY, 9/5/25
OBJECTIVE: Students will understand the role of collaboration in problem identification and problem-solving.
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
The class syllabus was discussed.
Students were given a pair of safety glasses and assigned a locker for their glasses.
DAILY ROUTINE: Starting today, the daily routine to start each class should look like this:
Go to your locker.
Remove your safety glasses.
Open your IDEA Daily Journal document and add a heading with today's date below previous entries.
Navigate to this web page. Under DAILY JOURNAL, complete what is requested of you, adding it to your single document that is your IDEA Daily Journal. You will keep adding to your journal each day. Doing this will allow your instructors to get the class started and take attendance while you are learning/reviewing/completing something.
When finished, submit your revised document to the Canvas assignment (yes, you resubmit your same, modified, journal each day of class).
Either your instructors or this webpage will tell you what to do next for the day.
If you are absent from class, you must still complete your daily journal.
Journal grading will be unannounced . Why? Because journals should be maintained and kept up-to-date. Missing entries will receive a zero. Forgetting to submit your journal will not result in credit for entries. The entire point of the journal is to verify you have information in the moment, not later on.
Journal entries MUST be correct when there are correct responses to be made. Therefore, do what it takes to make sure you know what correct responses should be. At other times, entries will be graded on the quality of responses. The journal is your instructor's way of ensuring that everyone knows and understands key pieces of information. If you are ever unsure, ask for help! We will disucuss correct responses with you again even if we have presented them previously. The point is to do what it takes to know what we need you to know.
DAILY JOURNAL: Students were directed to open up a blank Google Doc, and then save it as their IDEA Daily Journal. For today's entry, answer the following questions regarding the course syllabus:
How much is an assignment penalized if turned in late?
What must you do to request an extension on an assignment?
If you wish to replace a score on something, what must you do?
To be considered for rounding of your final grade at the end of the semester, what must be true at the end of the semester?
After completing their journals, students were taken out to the shop and general safety considerations were discussed.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WEDNESDAY, 9/3/25 (ALL)
WEDNESDAY, 9/3/25 (ALL)
OBJECTIVE: Students will be able to access the class website, the Canvas class, complete the initial class survey, and access the class syllabus and contract.
OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will understand the role of collaboration in problem identification and problem-solving.
OBJECTIVE: Students will master the general safety practices associated with use of the shop, as well as specific practices associated with the band saws, scroll saws, floor sanders, and spindle sanders.
Students were given a pair of safety glasses and assigned a locker for their glasses.
Students worked in pairs to solve this problem.
ASSIGNED WORK:
ASSIGNED WORK:
Complete this Initial Class Survey. (DUE 9/3, completed in class)
Read (and have your parents read) this Pre-Engineering Class Syllabus and Contract. Print the last page. Sign this contract as required. Take a picture of this contract. Submit this picture on Canvas. If you do not have a printer, you may place signatures on a blank piece of paper and indicate that you have read and agree to the class contract, take a picture of this, and submit this to Canvas. (DUE 9/5, by the beginning of class)
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