Calendar

DISTANCE LEARNING LINKS:

Zoom Classroom: 1st Period

In-Person Learning -- Sign-Up Page (use this link to sign-up to schedule a time to come into school for hands-on experiences)

Tiny Shelter Construction Web Site (This page links resources that can be used to learn about the process of buidling a house. This will also have a page that documents building progress)

FRIDAY, 6/18/21

OBJECTIVE: Students will play and reflect on their finished games.
Students will spent the class period playing the games they have created,
Each group will split in half. One half will stay with the game they have created, and the others will play another groups game.
Once you have played another groups game, complete the Game Reflection Assignment.

ASSIGNED WORK:

Complete a Game Reflection for a game that is not your own. Be thoughtful and honest in your responses. As always, we will require the use of proper grammar and complete sentences. (Due 6/18 by 3pm)

THURSDAY, 6/17/21

OBJECTIVE: Students will play and reflect on their finished games.
Students will spent the class period playing the games they have created,
Each group will split in half. One half will stay with the game they have created, and the others will play another groups game.
Once you have played another groups game, complete the Game Reflection Assignment.

ASSIGNED WORK:

Complete a Game Reflection for a game that is not your own. Be thoughtful and honest in your responses. As always, we will require the use of proper grammar and complete sentences. (Due 6/18 by 3pm)

TUESDAY, 6/15/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.
Students worked to complete their Framed Art Project.
Games should be COMPLETE and ready to play on Thursday.

ASSIGNED WORK:

Individual / Group Game Project Evaluation (All students are to do this by the end of today. (DUE: TODAY by 3:00 PM)

MONDAY, 6/14/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.
Students worked to complete their Framed Art Project.

ASSIGNED WORK:

T-testing for The Game Project (DUE 6/17)

FRIDAY, 6/11/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.

Printing, Lamination and 3D Printing Deadline: June 11th

We MUST have all of your files no later than TODAY

ASSIGNED WORK:

THURSDAY, 6/10/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.

Printing, Lamination and 3D Printing Deadline: June 11th

We MUST have all of your files no later than Friday

ASSIGNED WORK:

TUESDAY, 6/8/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.

Printing, Lamination and 3D Printing Deadline: June 11th

We MUST have all of your files no later than Friday

ASSIGNED WORK:

MONDAY, 6/7/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.

Printing, Lamination and 3D Printing Deadline: June 11th

We MUST have all of your files no later than Friday

ASSIGNED WORK:

FRIDAY, 6/4/21

OBJECTIVE: Students will learn how to solve problems in groups.
OBJECTIVE: Students will utilize the design tools learned in the class up to this point to solve authentic problems.
Students worked on individual and group tasks for the game project.

Printing, Lamination and 3D Printing Deadline: June 11th

We MUST have all of your files no later than Friday

ASSIGNED WORK:

Game Project: Two Solidworks Dimensioned Drawings (Due 6/14) Your drawing must be of parts that YOU created for your game. They don't have to be parts that you actually use in your game, but they must be nontrivial. For example, you could have different versions of your game pieces.

THURSDAY, 6/3/21

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 met with their groups to divide up the remaining work to be completed for their game project. Groups met with Ms. R and Mr. K to review their plan for finishing their game.
Students worked on individual and group tasks for the game project.

ASSIGNED WORK:

TUESDAY, 6/1/21

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 Game Project Rubric.
Students met with their groups to divide up the remaining work to be completed for their game project. Groups met with Ms. R and Mr. K to review their plan for finishing their game.
Students worked on individual and group tasks for the game project.

ASSIGNED WORK:

MONDAY, 5/31/21

No school

ASSIGNED WORK:

FRIDAY, 5/28/21

OBJECTIVE: Students will understand what a T-test is for and how it can be utilized to make informed, educated decisions when solving problems.
Students worked to complete yesterday's assignment.

ASSIGNED WORK:

THURSDAY, 5/27/21

OBJECTIVE: Students will understand what a T-test is for and how it can be utilized to make informed, educated decisions when solving problems.
This week's central concept is the T-test. Instructors walked students through the use of a T-test for some student-collected and measured data.
This Sample Spreadsheet Demonstrating How To Use T-Tests In Excel is an example of a T-test being performed on two sets of data. While this one was created in Microsoft Excel, Google Sheets can be used in the exact same fashion. YOU WILL NEED TO DOWNLOAD THIS SPEADSHEET IN ORDER TO OPEN AND EXPLORE IT IN EXCEL OR SHEETS. (A pdf version of this spreadsheet is linked here as well).
Warning: be on the lookout for an "E" in a spreadsheet cell -- it denotes an exponent. For instance, 1.6E-7 really represents 1.6x10^-7 -- a really small number, which for a t-test result means the two values being compared are likely different! If one ignored the E and the number afterward, your T-test interpretation would be wrong.

ASSIGNED WORK:

T-Testing Mini Lab (DUE 5/28) To meet this deadline, you should collect your data in Step #2 of this assignment before class tomorrow.

TUESDAY, 5/25/21

OBJECTIVE: Students will be able to utilize Solidworks in problem solving.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
Students were given the period to work on the Solidworks assignments that have been assigned so far. If finished with these, students were allowed to work on either their framed art project or the tiny home.

ASSIGNED WORK:

MONDAY, 5/24/21

OBJECTIVE: Students will be able to utilize Solidworks in problem solving.
OBJECTIVE: Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.
Students were asked to determine the area of a provided piece of plywood, and the average mass of a fastener. When determined, students were asked to complete this Data Collection Survey. Results will be used later this week when we discuss T-testing.
Students were given the period to work on the Solidworks assignments that have been assigned so far. If finished with these, students were allowed to work on either their framed art project or the tiny home.

ASSIGNED WORK:

FRIDAY, 5/21/21

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.
Students were given the period to work on the Blowin' In the Wind Project. The order of steps are:
1. Model the wind spinner.
2. Create a 3D print file of the wind spinner in Z-Suite.
3. Place the .zcode file from Z-suite in the shared Google Folder of the appropriate color.
4. Fill out the hardcopy 3D printer queue.
5. Complete a drawing of their wind spinner in Solidworks.

ASSIGNED WORK:

THURSDAY, 5/20/21

OBJECTIVE: Students will be able to utilize lofting and the flex feature in Solidworks.
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 5/26. 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:

TUESDAY, 5/18/21

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. 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 Assignment'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 5/26.
For the remainder of the period, students worked on the Personal Mug Design Assignment and the Blowin' In the Wind Design Project.

ASSIGNED WORK:

Zortrax 3D Printer Introduction Assignment (DUE 5/20, 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 5/20, at the beginning of class)
Blowin' In The Wind -- Printable File placed in one of the online Google folder queues, as well as the associated hard copy queue filled out (DUE 5/25)
Blowin' In The Wind -- Solidworks Drawing (DUE 5/25)
Blowin' In The Wind -- Wind spinner printed (TBA)

MONDAY, 5/17/21

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.
Loft, Patterning, and Flex Feature Notes.
When done with the Mug Assignment, students should start this Blowin' In the Wind Design Project, working on the Solidworks 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:

When finished with your Mug Design, watch this Loft, Flex, and Pattern Features in Solidworks Video (DUE: 5/18)
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: 5/18)

FRIDAY, 5/14/21

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.
Revolve and Sweep Notes .
For the remainder of the period, students worked on the Personal Mug Design Assignment.

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 5/18)

THURSDAY, 5/13/21

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!
The following shorthand notation will be used to denote common mistakes on drawings. When you see these on your corrected drawings, you can look here to know what it is referring to.
- PES -- printed extra sheet (did not print only the current sheet of the old template)
- BT -- dimensions placed between views
- C -- text is not all in CAPS
- R -- redundant, unnecessary dimension
- SE -- view is not shown with "shaded with edges" -- the ortho view should be set to this
- HL -- view does not show hidden lines
- VO -- view orientation is wrong
- S -- the views are not adequately scaled to fill the page -- they are either too small or not big enough to fill most of the page
- OB -- objects placed beyond the border of the template -- never do this!
- A -- view is not aligned to another view as it should be
- MD -- missing dimension needed to build the part correctly
- X -- part constructed improperly (may be more than a .2 deduction)
Students were to watch Mr. K demonstrate how to use splines in sketches, and how to trace imported pictures in Solidworks in this Splines and Tracing Pictures in Solidworks Video.
Solidworks Class Notes: Sketching Tools, Splines, Reference Geometry.
For the remainder of the period, students worked to create a drawing of their Step Block, Wedge, and the Linkage.

ASSIGNED WORK:

Watch this Splines and Tracing Pictures in Solidworks Video (DUE: TODAY)

TUESDAY, 5/11/21

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 (a hard copy was given to each student) 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. Solidworks won't do everything for you!
Please watch this Adding Dimensions in Solidworks Video before working on the assignments.
Students will receive a grade for the Riser, Step Block, Wedge Block, and Linkage by creating a drawing of each of these in Solidworks, saving it as a PDF, and submitting it to the appropriate Canvas assignment.
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 once graded BEFORE turning in drawings for the other three parts. This will help students avoid loosing points on the other drawings by making repeated mistakes. 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:

Watch this Adding Dimensions in Solidworks Video (DUE: TODAY)

All drawings must be completed as demonstrated in class and the online video and posted instructions. The views should be oriented in the same fashion as the PDF's posted below. .

Submit a correctly dimensioned PDF of the drawing of the Riser in Solidworks (DUE 5/13)
Submit a correctly dimensioned PDF of the drawing of the Step Block in Solidworks (DUE 5/17)
Submit a correctly dimensioned PDF of the drawing of the Wedge Block in Solidworks (DUE 5/17)
Submit a correctly dimensioned PDF of the drawing of the Linkage in Solidworks (DUE 5/17)

MONDAY, 5/10/21

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:

Watch this Creating Drawings In Solidworks Video (DUE: TODAY)

FRIDAY, 5/7/21

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:

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 for in-person students. 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. CQ cohorts should respond to the worksheet on a Google Doc and submit their work on Canvas. (DUE 5/10 prior to the beginning of class)

THURSDAY, 5/6/21

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:

Watch this Basic Sketch Tools Video (DUE: TODAY)

TUESDAY, 5/4/21

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:

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)

MONDAY, 5/3/21

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. 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 welcome to try and follow along and model the Riser Part with Mr. K. 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 tomorrow, 5/4, 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 these objects, 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:

Watch this Introduction to Solidworks -- the User Interface Video (DUE: TODAY)
Watch this Riser Demo Video (DUE: TODAY)

Please create these parts so that the bottom left view on the PDF drawings linked below (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.

TO TURN THESE IN, PLEASE TAKE A SCREEN SHOT OF YOUR FINISHED MODEL, PASTE IT IN A GOOGLE DOC OR OTHER DOCUMENT, AND SUBMIT IT TO CANVAS.

Model the Riser in Solidworks (DUE 5/7)
Model the Step Block in Solidworks (DUE 5/7)
Model the Wedge Block in Solidworks (DUE 5/7)
Model the Linkage in Solidworks (DUE 5/7)

FRIDAY, 4/30/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Games and rules should be revised after test playing.
Students organized data collected during game testing yesterday.
Students should look for an email from Mr. Kirsch regarding downloading instructions for Solidworks -- the next software program that we will utilize in this class. These instructions will allow students to install a version of Solidworks at home. Note: this is not required; some students just like the flexibility having the program at home affords.

IN PERSON

ASSIGNED WORK:

Individual Game Project Daily Journal (Due 4/30)

THURSDAY, 4/29/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Games and rules should be revised after test playing.

IN PERSON

Students met with their groups to test play their game. Students should edit and revise game rules as they play.
Students collected data to complete the Game Play Timing assignment.

ASSIGNED WORK:

Individual Game Project Daily Journal (Due 4/29)
Game Play Timing (Due 5/4)

WEDNESDAY, 4/28/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Games and rules should be revised after test playing.

IN PERSON

ASSIGNED WORK:

Individual Game Project Daily Journal (Due 4/28)

TUESDAY, 4/27/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Games and rules should be revised after test playing.

IN PERSON

ASSIGNED WORK:

Game Prototype Testing -- Day 1 Refection (Due 4/27)

MONDAY, 4/26/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person TODAY Monday 4/26.

IN PERSON

Students met with their groups to test play their game. Students should edit and revise game rules as they play.

ASSIGNED WORK:

Individual Game Project Daily Journal (Due 4/26)

FRIDAY, 4/23/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person on Monday 4/26.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald. Those students requiring a piece of plywood for their Framed Art Project were allowed to cut one using the track saw at the tiny shelter, or the table saw.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/23)

THURSDAY, 4/22/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person next Monday 4/26.
All groups met with Ms. Reinwald and Mr. Kirsch to discuss their progress.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald. Those students requiring a piece of plywood for their Framed Art Project were allowed to cut one using the track saw at the tiny shelter, or the table saw.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/22)
Board Game Prototype Materials List (Due 4/23)

WEDNESDAY, 4/21/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person next Monday 4/26.
Resources for creating game rules
All groups met with Ms. Reinwald and Mr. Kirsch to discuss their progress.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/21)
Students filled out a Group/Self Evaluation Form (Due 4/21)

TUESDAY, 4/20/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person next Monday 4/26.
All groups met with Ms. Reinwald and Mr. Kirsch to discuss their progress.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/20)
Rough Draft of Complete Game Rules (Due 4/23 by the end of class)

MONDAY, 4/19/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
OBJECTIVE: Students will use Inkscape to design and create elements for their game.
Students met with their groups to work on the game project. Groups should prepare to test play their games in person next Monday 4/26.
All groups met with Ms. Reinwald and Mr. Kirsch to discuss their progress.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/19)

FRIDAY, 4/16/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
Students met with their groups to work on the game project.
All groups met with Ms. Reinwald to discuss their progress.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Game Project Daily Journal

THURSDAY, 4/15/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
Students met with their groups to work on the game project.
All groups met with Ms. Reinwald to discuss their progress.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/15)

WEDNESDAY, 4/14/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
Students met with their groups to work on the game project.
Group Planning Ideas

ASSIGNED WORK:

TUESDAY, 4/13/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
Students met with their groups to work on the game project.
Group Planning Ideas
Students were instructed on how the project's daily journal should be maintained during the course of the project. Students should have a table for each day. In the first column, place each group member's name in a separate row. In the second column, place a "yes" or "no" if the student completed the task they were supposed to complete for that day. There should be some evidence that the task was completed. This evidence should be dated and placed within the group shared document. By the end of the period, the third column should be populated with a brief description of what each student did during the period. If you were tasked to research something, or sketch and idea, take a picture an add that to that column.

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Game Project Daily Journal (Due 4/13)

MONDAY, 4/12/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
Students worked at their own pace to complete work in Inkscape.
Campus Covid Safety and Cleaning Procedures were discussed.
Check In Points - Starting today
Map of Check In Point

IN PERSON

Students who have completed all Inkscape assignments worked on building the tiny shelter with Mr. Kirsch.
Students who needed additional time and instruction with Inkscape worked in E08 with Ms. Reinwald.

ASSIGNED WORK:

Artwork/Design for the Picture Frame Assignment (Due 4/15)

FRIDAY, 4/9/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
Students worked at their own pace to complete work in Inkscape.
Check In Points - Starting the Week of 4/12
Map of Check In Points

ASSIGNED WORK:

THURSDAY, 4/8/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
Students worked at their own pace to complete work in Inkscape.

ASSIGNED WORK:

Combined Shapes Assignment (Due 4/8 by the end of class)

WEDNESDAY, 4/7/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
How to Combine Shapes in Inkscape
Students worked at their own pace to complete work in Inkscape.

ASSIGNED WORK:

Combined Shapes Assignment (Due 4/8 by the end of class)

TUESDAY, 4/6/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
OBJECTIVE: Students will learn how to use the laser engraver.
Students worked at their own pace to complete the Laser Engraver Questions and work in Inkscape.

ASSIGNED WORK:

Laser Engraver Questions (Due 4/7)

MONDAY, 4/5/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
REMINDER: Today we start the Hybrid Schedule for online classes even though students won't be back in the building until next week.
Students watched the screencasts below:

How to Group and Ungroup Shapes in Inkscape

Change the Page Size in Inkscape

How to Use Layers in Inkscape

Students were given the class to work on sketches and Artwork/Design for the Picture Frame Assignment.

ASSIGNED WORK:

Create 10 DIFFERENT sketches on paper to help start the design process for your image. (Due 4/6 by the end of class)

FRIDAY, 4/2/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
Students were given the class to work on Inkscape assignments.

ASSIGNED WORK:

Inkscape Practice - Level 2 Download this file to your computer and open it with Inkscape. (DUE 4/2 by the end of class.)

THURSDAY, 4/1/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
CHROMEBOOK USERS: Watch this video about how to save an .svg file. Screenshots WILL NOT be able to be used to run the equipment here at school.
Students were given the class to work on Inkscape assignments.

ASSIGNED WORK:

Inkscape Practice - Level 2 Download this file to your computer and open it with Inkscape. (DUE 4/2 by the end of class.)

WEDNESDAY, 3/31/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
The pen tool is the focus of today's lesson. There are three primary uses of the pen tool:

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

To better master this tool, the pen tool game can be played before starting the Inkscape Practice - Level 2 assignment.

ASSIGNED WORK:

TUESDAY, 3/30/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
This week we will focus on learning to use Inkscape to create files that can be printed using the vinyl cutter and laser engraver.
Inkscape - Shape Tools
Inkscape - Bezier Tool
Opening a file in Inkscape
Opening a file in Inkscape FOR CHROMEBOOK
Students were given some time to complete the first Inkscape assignment and start on the Level 1 Design Challenge assignment.

ASSIGNED WORK:

Inkscape Level 1 Design Challenge. (DUE 4/1 by the beginning of class.)
If you are using a Chromebook or Mac, you cannot edit just one corner. Use the text tool to write "chromebook" or "Mac" on the shapes that ask you to round just one or two corners.

MONDAY, 3/29/21

OBJECTIVE: Students will learn the basics of elements drawn in Inkscape, and how to modify them.
This week we will focus on learning to use Inkscape to create files that can be printed using the vinyl cutter and laser engraver.
Ms Reinwald demonstrated some design tools in Inkscape.
Inkscape - Shape Tools
Inkscape - Bezier Tool
Opening a file in Inkscape
How to Open a File in Inkscape for CHROMEBOOK
Students were given some time to complete the first Inkscape assignment.

ASSIGNED WORK:

Inkscape Practice - Level 1 Download this file to your computer and open it with Inkscape. (DUE 3/30 by the end of class.)

FRIDAY, 3/19/21

OBJECTIVE: Students will use the Design Thinking Process to complete the Game Design Project.
Students were instructed on how the project's daily journal should be maintained during the course of the project. Students should have a table for each day. In the first column, place each group member's name in a separate row. In the second column, place a "yes" or "no" if the student completed the task they were supposed to complete for that day. There should be some evidence that the task was completed. This evidence should be dated and placed within the group shared document. By the end of the period, the third column should be populated with a brief description of what each student did during the period. If you were tasked to research something, or sketch and idea, take a picture an add that to that column.
Students worked on the creation of a complete test game, with all necessary parts, and a rough draft of rules. Test games should be created with paper, cardboard, etc..... You are striving to pull enough materials together so you can play your game and start refinement before starting to design and build parts. This will require some creative problem solving!
We will start learning how to use Inkscape after Spring Break. If you haven't downloaded it yet, please do so ASAP. You will need to know how to use Inkscape to run the laser engraver and the vinyl cutters. (If you are not able to come in to school to work, you still need to know how to create files for your group to make at school.)

ASSIGNED WORK:

Game Project Daily Journal (Due each day by the end of the class.)

THURSDAY, 3/18/21

OBJECTIVE: Students will use the Design Thinking Process to start preparing for the Game Design Project.
If you are using a chromebook and would like a monitor, please let us know today my filling out this form.
Students were given the period to start developing their game designs and to complete their Game Project Conceptualization Form and submit it to Canvas for instructor approval.
Students should start the creation of a complete test game, with all necessary parts, and a rough draft of rules. Test games should be created with paper, cardboard, etc..... You are striving to pull enough materials together so you can play your game and start refinement before starting to design and build parts. This will require some creative problem solving!
Students watched this video about setting the rules of a game.

ASSIGNED WORK:

If you are using a chromebook and would like a monitor, please let us know today my filling out this form.
Check Canvas for any missing work. If you have received a 50%, that means you have not submitted any work.

WEDNESDAY, 3/17/21

NO SCHOOL

ASSIGNED WORK:

TUESDAY, 3/16/21

OBJECTIVE: Students will use the Design Thinking Process to start preparing for the Game Design Project.
Students were given the period to start developing their game designs and to complete their Game Project Conceptualization Form and submit it to Canvas for instructor approval.
Students with approved pitches should start the creation of a complete test game, with all necessary parts, and a rough draft of rules. Test games should be created with paper, cardboard, etc..... You are striving to pull enough materials together so you can play your game and start refinement before starting to design and build parts. This will require some creative problem solving!
To use most of our equipment at school, students will need to download Inkscape, a vector based illustration program.
If you have a Mac or PC, go to the Inkscape website and follow the download instructions.
If you are using a Chromebook, follow these instructions.

ASSIGNED WORK:

Game Project Conceptualization Form (DUE 3/18 before class starts; Submit on Canvas.)
Submit a screenshot of Inkscape after you have the program installed. (DUE 3/18 before class starts; Submit on Canvas.)

MONDAY, 3/15/21

OBJECTIVE: Students will use the Design Thinking Process to start preparing for the Game Design Project.
For the next several weeks, students will be asked to work in groups to design and build their own board game, complete with rules.
Students read through the Game Design Project.
Students got into their groups and started brainstorming using the Game Project Conceptualization Form as a guide.

ASSIGNED WORK:

Game Project Conceptualization Form (DUE 3/18 for class starts; Submit on Canvas.)

FRIDAY, 3/12/21

OBJECTIVE: Students will use the Design Thinking Process to start preparing for the Game Design Project.
For the next several weeks, students will be asked to work in groups to design and build their own board game, complete with rules. Today was dedicated to discussing those characteristics that make great board games.
Students watched a video that discussed how to create game mechanics.
Students got into their groups and started brainstorming using the Game Project Conceptualization Form as a guide.

ASSIGNED WORK:

THURSDAY, 3/11/21

OBJECTIVE: Students will use the Design Thinking Process to start preparing for the Game Design Project.
For the next several weeks, students will be asked to work in groups to design and build their own board game, complete with rules. Today was dedicated to discussing those characteristics that make great board games.
At the beginning of class we played a well known board game over Zoom using a jamboard.
Using the same jamboard, we then started to brainstorm as a class. What do we like about different games? What don't we like? How will physical distancing effect board games? What are some solutions?
We then watched a video that discuss how to create a theme for a board game.
Students completed this survey to help create groups for the Game Design Project.

ASSIGNED WORK:

Complete this survey (DUE 3/12)

WEDNESDAY, 3/10/21

NO SCHOOL

ASSIGNED WORK:

Create a document that shows how your group used the design thinking process to come up with your final idea. You can work together o this but everyone needs to turn in their own copy. (DUE 3/11-- Submit on Canvas)

TUESDAY, 3/9/21

OBJECTIVE: Understand each step in the Design Thinking Process as a way to solve problems.
Students shared with their groups what insights they got from interviewing others. If you haven't interviewed someone yet, find someone from a different group to interview today.
Students then continued to brainstorm and combine ideas to create a new version of their product.
Students worked together to create a document that clearly shows the stages of the design thinking process and their final idea. Make sure your document includes your brainstorming, sketches and prototyping.

ASSIGNED WORK:

Create a document that shows how your group used the design thinking process to come up with your final idea. You can work together o this but everyone needs to turn in their own copy. (DUE 3/11-- Submit on Canvas)

MONDAY, 3/8/21

OBJECTIVE: Understand each step in the Design Thinking Process as a way to solve problems.
Students shared with their groups what insights they got from interviewing others.
Students then continued to brainstorm and combine ideas to create a new version of their product.
Students worked together to create a document that clearly shows the stages of the design thinking process and their final idea.

ASSIGNED WORK:

Create a document that shows how your group used the design thinking process to come up with your final idea. You can work together o this but everyone needs to turn in their own copy. (DUE 3/11-- Submit on Canvas)

FRIDAY, 3/5/21

OBJECTIVE: Understand each step in the Design Thinking Process as a way to solve problems
Ms Reinwald picked 6 items from yesterdays product redesign activity
Students were given the choice of which item they wanted to work on redesigning.
Students worked together in breakout rooms to redesign these products.
Students used the Design Thinking process to redesign their product and complete this assignment.

ASSIGNED WORK:

Complete #5: Interview a family member or friend to gain insight on how to make the product better. (DUE 3/8 -- Submit on Canvas)

THURSDAY, 3/4/21

OBJECTIVE: Understand each step in the Design Thinking Process as a way to solve problems
Students watch this video made by MIT and Altitude that shows the design thinking process in action.
Students used a jamboard to start brainstorming products that could be improved.

ASSIGNED WORK:

WEDNESDAY, 3/3/21

NO SCHOOL

ASSIGNED WORK:

TUESDAY, 3/2/21

OBJECTIVE: Understand each step in the Design Thinking Process as a way to solve problems.
Students were shown the Design Thinking video.
Students were then put in groups based on how the answered the group work preferences survey.
Students then used the Design Thinking Process to address problems they have encountered during the past year of distance learning.
Students used a Jamboard to brainstorm.

ASSIGNED WORK:

Complete any safety assignments that are still missing. Remember: If you receive a 50%, that means you have not submitted anything.

MONDAY, 3/1/21

OBJECTIVE: Students will understand that being safe is an attitude, a state-of-mind. It is something that one must actively think about at all times, every day.
The procedure for signing up for in-person learning was discussed. Students were reminded that they may always sign up for any open slot up to two days in the future. Otherwise, for now, students should try to schedule themselves no more than once every two weeks or so. Cohorts will meet weekly, however there are also more people during each of those times. As we move to a more asynchronous online learning model, we may be able to open up more time slots for hands-on experiences.
Students either worked alone or arranged themselves into pairs to develop a list of general safety rules that they feel might be important to follow when working here at school.
After a period of time, students were brought back together. Each group/student was asked to contribute a rule they think is important. In this way, instructors and students discussed general safety rules that should always be followed when working with wood and equipment.
For the rest of the period, students worked at their own pace to complete the day's assignment.

ASSIGNED WORK:

General safety rules that are to be followed when working at school are located on the home page of the CV Safety Website. Read through these rules.
Complete this General Safety Assignment on a new Google Doc. Submit your responses to Canvas. (DUE: 3/2 by the beginning of class)

FRIDAY, 2/26/21

OBJECTIVE: Students will understand how to safely use both a hand-held and a table-mounted router.
The procedure for signing up for in-person learning was discussed.
General safety rules that are to be followed when working at school were discussed. They are located on the home page of the CV Safety Website. General CVHS Shop and Lab Safety Guidelines.
For most of the period, students worked at their own pace to complete the day's assignment. The questions must be completed with a passing score before being able to use either piece of equipment.

ASSIGNED WORK:

Go to the CV Safety Website, and then navigate to the Router webpage located under the "Wood -- Power Tools" heading. Under the "For Students/Users" heading, read the linked Router Safety Guidelines document and watch the linked Router Table Use and Safety Video.
Respond to these Table Router Questions on a new Google Doc. Submit your responses to Canvas. (DUE: 3/1 by the beginning of class)

THURSDAY, 2/25/21

OBJECTIVE: Students will understand how to safely use the school's chop saw and track saw.
For most of the period, students worked at their own pace to complete the day's assignment. The questions must be completed with a passing score before being able to use either piece of equipment.

ASSIGNED WORK:

Go to the CV Safety Website, and then navigate to the Chop Saw webpage located under the "Wood -- Power Tools" heading. Under the "For Students/Users" heading, read the linked Chop Saw Safety Guidelines document, and watch the linked Chop Saw Safety Video.
Go to the CV Safety Website, and then navigate to the Track Saw webpage located under the "Wood -- Power Tools" heading. Under the "For Students/Users" heading, read the linked Track Saw Safety Guidelines, and watch the linked Track Saw Use and Safety Video.
Respond to these Chop Saw & Track Saw Questions on a new Google Doc. Submit your responses to Canvas. (DUE: 2/26 by the beginning of class)

WEDNESDAY, 2/24/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will work through different ways to brainstorm.
Mind Mapping was introduced as a way to brainstorm
Students started working on the Mind Mapping Assignment

ASSIGNED WORK:

Submit on Canvas: Mind Mapping Assignment (DUE 2/25)
Complete this survey if you haven't yet: Survey for future group work preferences

TUESDAY, 2/23/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will work through different ways to brainstorm.
Groups presented their slides for the toast problem.
Group Slides for The Toast Problem
Students completed a reflection assignment .
Students completed a survey for future group work preferences.

ASSIGNED WORK:

The Toast Problem reflection assignment (DUE 2/23)
Survey for future group work preferences (DUE 2/23)

MONDAY, 2/22/21

OBJECTIVE: Students will learn about postsecondary education in the engineering field.
Guest speakers from OSU presented about their experiences in Mechanical Engineering, Chemical Engineering and Computer Science.

ASSIGNED WORK:

N/A

FRIDAY, 2/19/21

OBJECTIVE: Students will learn about postsecondary education in the engineering field.
Guest speakers from the OSU University Student Launch Initiative (USLI) Team presented today. STEM Engagement Presentation. Active and Upcoming Missions Presentation.

ASSIGNED WORK:

N/A

THURSDAY, 2/18/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
OBJECTIVE: Students will work through different ways to brainstorm.
Students started working on The Toast Problem.
Students worked in groups for Round 3 of The Toast Problem.
Group Slides for The Toast Problem

ASSIGNED WORK:

N/A

WEDESDAY, 2/17/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
Negative Space was discussed.
Students continued working on Design Challenge #3 - Road Signs
Students that finished Design Challenge #3 - Road Signs worked of the Pen Tool Game to start becoming familiar with bezier curves.

ASSIGNED WORK:

Submit on Canvas: Design Challenge #3 - Road Signs (DUE 2/18)

TUESDAY, 2/16/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
The Elements of Art and Principles of Design were reviewed.
Students were introduced to the UN Sustainable Development Goals and the logos associated with each goal.
Using Socrative to answer, students looked at each logo and identified which elements and principles were used to create each logo.
Socrative Student Login
Room: CVCREATE
Students started working on Design Challenge #3 - Road Signs

ASSIGNED WORK:

Submit on Canvas: Design Challenge #3 - Road Signs (DUE 2/18)

FRIDAY, 2/12/21

OBJECTIVE: Students will learn about postsecondary education in the engineering field.
Former CVHS grads, Paris Myers and Carson Gray talk about their experience at OSU and gave a presentation about their current projects. MECC Presentation.
Students were given the opportunity to ask questions.

ASSIGNED WORK:

THURSDAY, 2/11/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
Students were introduced to the Elements of Art and Principles of Design
Students watched a video with examples of simple logos that have hidden meanings.
Students started working on the Successful and Unsuccessful Logo Design Assignment

ASSIGNED WORK:

Submit on Canvas: Successful and Unsuccessful Logo Design Assignment (DUE 2/12)

WEDNESDAY, 2/10/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
Ms. Reinwald continued discussing creativity.
We talked yesterday's Single Line Design Challenge by brainstorming assumptions and discussed how to reframe the question.
Abstraction was introduced.

ASSIGNED WORK:

N/A

TUESDAY, 2/9/21

OBJECTIVE: Students will understand the process of creative thinking and will expand their ability to create original ideas and art.
Ms. Reinwald began discussing the process of Creative Thinking, by which new and existing ideas and design can be changed into unique creations.
In engineering, solving the problem is often of central importance, however, the nature of how one goes about solving the problem usually drives which of several solutions gets selected.
Students worked on their Single Line Design Challenge

ASSIGNED WORK:

Submit on Canvas: Photo, scan or screenshot of your Single Line Design Challenge

MONDAY, 2/8/21

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:

Complete this Initial Class Survey. (DUE 2/8, 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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