WEDNESDAY, 6/11/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  There was no daily journal today.

• Students worked to finish their projects.

FRIDAY, 6/6/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  There was no daily journal.

• Students were at OSU at the Engineering Expo.

MONDAY, 6/2/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  Have you submitted your permission slips for the field trip Friday?  If the answer is yes, just indicate this in your journal.  If the answer is no 1) indicate when you are going to get it in, 2) indicate why it is not in yet, and 3) propose change to the way you go about things th at will prevent you forgetting such things in the future.

• Students worked on their designs.

WEDNESDAY, 5/28/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  There was no daily journal today.  Instead, Mr. K discussed the process of taking measurements even when tools are not available.  This is to help students collect the data needed to carry out their t-testing.  This also illustrates a fundamental aspect of science -- the precision of our discovery and understanding  of the world are always limited to the precision of our tools.  Simple tools are not necessarily bad.  But they will eventually limit what we can discover.  Good science is more a matter of making our observations correctly, and then drawing conclusions that do not exceed the precision of our observations.  Engineering's role is to take what we know about the world, make better tools, so that we can increase the precision of our findings and go beyond the point in which we were originally limited.  Better tools lead to deeper understanding of our universe (science), and that deeper understanding leads to even better tools (engineering).

• Students worked on their designs.

WEDNESDAY, 5/21/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  Obtain the hardcopy of your timeline that you turned in.  Draw a single line through all activities that are completed.  If you are behind, modify your timeline so that it reflects completing the project by the due date.  Then go and discuss your changes with an instructor.  Give your timeline back to one of your instructors.  In your journal, indicate what changes needed to be made to your timeline.  If no changes were needed, indicate this in your journal.

• Students worked on their designs.

FRIDAY, 5/16/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  Obtain the hardcopy of your timeline that you turned in.  Draw a single line through all activities that are completed.  If you are behind, modify your timeline so that it reflects completing the project by the due date.  Then go and discuss your changes with an instructor.  Give your timeline back to one of your instructors.  In your journal, indicate what changes needed to be made to your timeline.  If no changes were needed, indicate this in your journal.

• Students worked on their designs.

MONDAY, 5/12/25 (ALL)

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  The mass of two variety of apples is being compared.  A number of apples have been measured.  Honey Crisps have an average mass of 437 grams.  Red Delicious have an average mass of 522 grams.  A t-test is performed.  The value of the t-test turns out to be .429.

  1. What is our % confidence that red delicious apples, on average, have a higher mass than Honey Crisps?

  2. If you were trying to decide whether or not to cut your Honey Crisp orchard down and replant with Red Delicious in the hopes of increasing revenue, would you want to entrust this decision to this data and its t-test?  Explain why or why not. 

• Students worked on their designs.

WEDNESDAY, 5/7/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  After looking at your assigned science topic, (see below), write a couple of sentences describing the process you are going to take to adequately learn about your assigned topic.  Saying "look at online resources" is not enough.  We are not interested in the specific sources you might use at this point; rather, we want to know what you believe your specific work flow will be to complete this portion of the project.

• Science Concept Assignments for the Case of Inspiration Project.  When completing this portion of the assignment, remember these important points:

  1. Your slide(s) should be stand-alone for the science concept.  If done well, likely more than a single slide will be required.

  2. How questions asked, or portions of the topic given on the above linked list, must be fully addressed in what you present.

  3. Use a combination of words, text, and visuals.   Do not simply write a paragraph(s).

  4. You are conveying YOUR understanding of the assigned topic.  AI-generated and/or copied material provides no evidence of what you understand.

  5. You should know your topic well enough to be able to field questions about the topic during your presentation.

  6. Meaningfully connect your topic to either your physical design, or the message associated with your design.

  7. Your grade will reflect correct understanding of your topic, the completeness of your understanding, and the belief on the part of your instructors that your work is truly yours (and therefore the need to be able to answer questions).

• Students worked on their designs.

FRIDAY, 5/2/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  Indicate in your journal what you plan to work on today in class, and what specifically you hope to have completed.

• Students presented their pitches to the instructors, and otherwise worked on their designs.

MONDAY, 4/28/25 (ALL) 

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  No journal was required today.

• Students presented their pitches to the instructors.

WEDNESDAY, 4/23/25 

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  No journal today.

• Theme for The Case of Inspiration Project: "How Creativity and Collaboration at Crescent Valley High School Forge Pathways to Our Futures."

• Use the questions below to help brainstorm ideas.

• How do specific classes at CV foster creative thinking and problem-solving skills that are essential in various future careers? 

• In what ways does the CV community provide opportunities for students to collaborate and develop teamwork skills crucial for success in professional environments? 

• How do the skills and knowledge gained in different subject areas at CV directly connect to specific career paths and industries? 

• How does the unique atmosphere and the diverse talents within the CV community inspire creativity and innovation, ultimately shaping student aspirations and future career choices? 

• Students read through the The Case of Inspiration -- Project Guidelines

• Students then started to work on the Design Pitch Form.

WEDNESDAY, 4/16/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• Students groups were assigned another group's game to play.  Each student is to write down on paper the Group # of the game being played, and all the things you encounter that make the game difficult to play.  Credit on this assignment will be tied to thoughtfulness, completeness, and specificity in your responses.

FRIDAY, 4/11/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• REMINDER:  Today is the last day to submit items for 3D printing.

• DAILY JOURNAL:   Complete the game journal using the prescribed format given on 3/5.

• UPDATE THE HARDCOPY OF YOUR TIMELINE AS DESCRIBED ON 4/2.

• Students were given the rest of the period to work on the Game Project.

MONDAY, 4/7/25 (ALL)

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:   Complete the game journal using the prescribed format given on 3/5.

• UPDATE THE HARDCOPY OF YOUR TIMELINE AS DESCRIBED ON 4/2.

• Students were given the rest of the period to work on the Game Project.

WEDNESDAY, 4/2/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• BEFORE STARTING ANYTHING ELSE TODAY, GET TOGETHER WITH YOUR GROUP AND DO THE FOLLOWING:

  1. Get your hardcopy Gantt Chart (timeline).

  2. Highlight all completed items.

  3. Use a pencil to show when all the other items that should be completed by today but are not completed will be completed.  Alter people assigned to the item as needed.

  4. With blue tape, hang your timeline on a cabinet in the room.

  5. Continue marking off items with highlighter as they get done for the remainder of the project.

  6. Each day, you will briefly revisit your timeline at the start of the class.

• DAILY JOURNAL:   Complete the game journal using the prescribed format given on 3/5.

• Students were given the rest of the period to work on the Game Project.

FRIDAY, 3/21/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:   Complete the game journal using the prescribed format given on 3/5.

• Students completed a second group evaluation (linked to the right).  

• Instructors checked in with each group to determine if group progress matched what was represented on the group timeline.

• Students were given the rest of the period to work on the Game Project.

MONDAY, 3/17/25 (ALL)

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL: No journal is necessary today.

• T-testing was introduced as a statistical means of determining our ability to make decisions when comparing one group of data with a second group of data.  Are the means of two groups of data different because they truly are, or is the difference just the product of how we sampled and collected the data?  T-tests guide us through these questions.

• While no notes are posted here, much of the assignment linked to the right discusses t-tests and what they do at length.  

• Sample Spreadsheet Demonstrating How To Use T-Tests In Excel (pdf version).

• Look for the "E" in a spreadsheet cell -- it denotes an exponent.  For instance, 1.6E-7 really represents 1.6x10^-7 -- a really small number! 

• As a class, data was collected from three dice and comparisons were made between each die using t-testing.  Students were encouraged to take some notes for they will need to be able to do simple t-testing next period before they will be allowed to continue project work.

MONDAY, 3/10/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL: Complete the game journal using the prescribed format given on 3/5.

• Gantt Charts were briefly explained.   Class Notes on Gantt Charts.

• Students worked during the period to complete the Game Project Timeline Assignment.

WEDNESDAY, 3/5/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL: For the duration of this project, you are to start another journal specifically for the Game Project.  Each day this website tells you to do a journal, you are to do the following things:

  1. AT THE BEGINNING OF CLASS:  insert evidence (a picture of something, screenshots of your work,  a document, notes you have taken, instructions you hare written, cards you have designed, etc...) that you completed the work you were assigned to complete before this class period.  (You won't have a #1 for your first journal entry).

  2. AT THE BEGINNING OF CLASS:  indicate in your journal whether each of your partners, by name, got their assigned out--of-class task completed by the start of the current class period. 

  3. AT THE END OF CLASS:  indicate the concrete, measurable task you are to complete OUTSIDE of class before the next class period.  (Yes, you must always have something you are going to do for the group before next time).  DO NOT BE TEMPTED TO "ASSIGN" YOURSELF SOMETHING AT THE BEGINNING OF THE CLASS PERIOD AND THEN COMPLETE IT BEFORE THE END OF CLASS.  The point of doing things this way, of assigning individual tasks outside of class, is to maximize time in class for necessary group work and decision making.  Your group will get more done in this fashion, and this holds all members more accountable to the group.

  4. AT THE END OF CLASS:  indicate how your group is doing.  Write "no problems" if there are none.  However, if there are issues, not only detail them in your journal, but also COME TALK TO YOUR INSTRUCTORS.

  5. IF ABSENT:  You must still complete the above four items.  This means you must be in contact with your group members.  It also means you must take on more work to be completed outside of class to make up for time you aren't helping the group when gone from class.

  6. TURN IT INTO CANVAS AT THE END OF CLASS.  This will require that you budget time each day to do this.

• Students worked to complete their pitches to their instructors as needed.   Once the pitch is approved, students worked to make a temporary functioning game so that the game might be played and further refinements made.  All games must be played, and a list of comments turned in, by the end of the next period.

FRIDAY, 2/28/25

• OBJECTIVE:  Students will expand their problem solving skills and their career-ready skills through work on larger, open-ended problems.

• DAILY JOURNAL:  Soon we will be returning to project work.  All of our spaces (the shop, the classroom, the laser engraver room, etc...) will be utilized by all students.  All students have been assigned a clean-up task.  Students will earn a point each day for first cleaning their assigned area, and then working to clean other areas until instructors indicate clean-up is finished for the day.  Students will not earn their point when they clean up their assigned area and then fail to clean other areas (for example, returning to the room, visiting with others, etc...).  Instructors will inspect all areas after class.  Students whose areas are not FULLY cleaned will not earn the clean-up point for the day.  For today's journal, please find your assigned task (linked above on this calendar page), and respond to the following:

  1. Describe fully what your assigned clean-up task is.  Use complete sentences to not only indicate the area you are to clean, but what you are to do while cleaning as well.

  2. How many points do you earn (or fail to earn) each day?

  3. What are you to do when done with your assigned task?

• Students worked to complete their conceptualization forms and to make their pitches to their instructors. 

FRIDAY, 2/21/25

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

• OBJECTIVE:  Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.

• DAILY JOURNAL: Before turning something in, what should you do to make sure you are complying with all of the requirements of an assignment?

• Students used the period to model their wind spinner for the Blowin' In the Wind Design Project in Solidworks. 

FRIDAY, 2/14/25

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

• OBJECTIVE:  Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.

• DAILY JOURNAL: For several reasons, instructors usually print student files on the 3D printers.  What two things must you do to get an electronic model that you have created 3D printed?  Be specific and complete in your response.

• To print on the 3D printers, you must take your Solidworks file and turn it into a Zcode file using the Z-Suite software.  These instructions (also located on the CV safety page for the 3D printers) walks you through this process:  Instructions for Using Z-Suite and Printing on the Zortrax 3D Printers.  You should have encountered these when doing the Zortrax 3D Printer Introduction Assignment..

• A printable file meeting the Blowin' In the Wind Design Project's criteria must be placed within the appropriate 3D Printer Queue Folder that is linked above on this calendar page, AND the information filled out on the appropriate hard copy queue, by no later than 2/21.  BOTH OF THESE THINGS MUST HAPPEN IF YOUR FILE IS TO BE PRINTED.  THE HARD COPY QUEUE 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. 

MONDAY, 2/10/25 (ALL)

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

• OBJECTIVE:  Students will be able to prepare Solidworks files for 3D printing on the school's 3D printers.

• DAILY JOURNAL: There was no daily journal today.  Instead, students were asked to read these notes regarding 3D printer:  Intro to 3D Printing Notes.

• Students were given this Zortrax 3D Printer Introduction Assignment, intended to introduce them to the school's 3D printers. If you are needing all the class time to complete Solidworks assignments, this assignment should be completed outside of class.  All you need to complete this assignment is access to the internet.  Please let your instructors know if this is a problem for you.

• For the remainder of the period, students worked on today's assigment.  Students were also allowed to use the period to work on their Mug Drawings, however this is the last day in class to work on this.  If the assignment to the right is NOT completed in class, it should be completed as homework and turned in BEFORE the start of class next period.

WEDNESDAY, 2/5/25

• OBJECTIVE:  Students will be able to utilize revolves and sweeps in Solidworks.

• For forecasting purposes, engineering classes were briefly discussed.

• DAILY JOURNAL: Answer these questions related to the videos you should have watched yesterday:

  1. You have a circle on a sketch and you have an axis drawn right down the middle of it.  But when you go to revolve it with the Revolve Feature in Solidworks, it won't revolve -- you get an error warning.  What is wrong and what do you need to do to make a solid sphere by revolving this sketch that is initially a circle?

  2. How many sketches are required before a sweep feature can be created?  What is the purpose of each sketch?

• Students worked to complete the Personal Mug Design Assignment.  When finished, students should move on to the assignments/videos listed for the next period.

WEDNESDAY, 1/29/25

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.

• DAILY JOURNAL: There was no daily journal today.

• Students spent the first 20 minutes of class assisting with clean-up.

• The next assignment in Solidworks will require using two new features:  revolves and sweeps.  Students should watcht the first video to the right to understand these features.

• The second video linked to the right demonstrates the general process of how you might go about modelling your own mug (last link to the right -- the next assignment) 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 things linked to the right.

FRIDAY, 1/24/25

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.

• ANNOUNCEMENT:  Mr. K will be at the school this Friday for several hours after school as well as from 9 AM until Noon on Saturday, 1/25, for students to use the shop and other work spaces.  Come in through the  back gate and back shop door.

• DAILY JOURNAL: Please answer the following questions:

  1. Explain in your journal why it is important to only turn in your Drawing of the Riser and no other drawings of parts until you get this first one back.

  2. When creating a drawing of one of your parts and the dimensions you populate on the drawing do not match the dimensions on the drawings you were provided to make these models, what should you do?

• The following shorthand notations will be used when grading drawings that are turned in:

  1. BT -- dimensions placed between views

  2. C -- text is not all in CAPS

  3. R -- redundant, unnecessary dimension

  4. SE -- view is not shown with "shaded with edges" -- the ortho view should be set to this

  5. HL -- view does not show hidden lines

  6. VO -- view orientation is wrong

  7. 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

  8. OB -- objects placed beyond the border of the template -- never do this!

  9. A -- view is not aligned to another view as it should be

  10. MD -- missing dimension needed to build the part correctly

  11. X -- part constructed improperly (may be more than a .2 deduction)

• For the remainder of the period, students worked to create a drawing of their Riser, Step Block, Wedge, and the Linkage.

FRIDAY, 1/17/25

• OBJECTIVE:  Students will learn how to use the Shaper Origin CNC routers.

• OBJECTIVE: Students will learn how to use the laser engraver.

• OBJECTIVE: Students will learn how to use the UV Printer.

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.

• DAILY JOURNAL:  Please respond to these questions related to Solidworks:

  1. Why can you not simply draw just one sketch and then extrude once when making the Linkage Part?

  2. How are relationships represented when you are editing a sketch in Solidworks?

  3. What must you do to edit one of your previously created sketches in Solidworks?

• 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 Resources Page of this website. 

• Students worked today 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 them

• Students worked on Solidworks, their puzzle piece, or the Negative Space Project.

MONDAY, 1/13/25 (ALL)

• OBJECTIVE:  Students will understand possibilities within the field of engineering.

• OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.

• OBJECTIVE:  Students will be able to utilize laser engravers to solve problems.

• DAILY JOURNAL:  There was no journal entry required today.

• Students worked on Solidworks, their puzzle piece, or the Negative Space Project.

WEDNESDAY, 1/8/25

• OBJECTIVE:  Students will learn how to use the Shaper Origin CNC routers.

• OBJECTIVE: Students will learn how to use the laser engraver.

• OBJECTIVE: Students will learn how to use the UV Printer.

• OBJECTIVE: Students will be able to utilize Solidworks as a design tool as well as a problem solving tool.

• DAILY JOURNAL:  Take a moment or two to look at this  Learning Map for your IDEA course.  Afterward, answer the following questions:

  1. What are the pieces of equipment that are driven by designs made in Illustrator (there are six)?

  2. What are the pieces of equipment driven by designs made in Solidworks (there are two)?

  3. Based upon what you have experienced in the class so far, do you agree or disagree with what you see on the map?  Regardless of your response, you MUST support your response with a specific reference to something on the map. 

• According to the Learning Map, 3D modelling software called Solidworks will be the next major focus for the class.  To allow students the flexibility to complete current projects as necessary, videos have been created and will be used as the primary teaching tool for Solidworks.  This will require students to watch the videos thoroughly and go back and review them as needed.  Some of the next several assignments can be completed as you follow along with an instructor completing the same assignment on a video.

• 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:

  1. 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.)

  2. CV Student Instructions for Downloading Solidworks at Home (You must be signed into your school Google Account to open this document.  The district has a limited number of downloadable licenses and therefore, we do not wish to simply put the serial number in a public location.  Additionally, this download works well on PC's.  Some people have success downloading on a Mac if they imulate Windows on their Mac, but not everyone has success.) 

• Students were encouraged to check with instructors and schedule time outside of class (after school for instance) to come in and complete missing work if behind.

• BEFORE GETTING TO WORK TODAY:  Check in with an instructor and let them know what you will be working on today.

• Students worked on the following things during the period:

  1. Completing the Negative Space Project.

  2. Completing their personal puzzle piece.

  3. Helping others use the Shaper Origin, laser engraver, or UV printer.

  4. Start watching the Solidworks video posted today, and as time allows, starting the video and assignments posted for Friday.

FRIDAY, 12/20/24

• OBJECTIVE:  Students will understand possibilities within the field of engineering.

• OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.

• OBJECTIVE:  Students will be able to utilize laser engravers to solve problems.

• DAILY JOURNAL:  There was no journal entry required today.

• Students had time to work with their partners.  When negative space files are finished students should find material to cut, laser engrave, print puzzle pieces, or cut puzzle pieces with the Shaper if needed.

MONDAY, 12/16/24

• OBJECTIVE:  Students will understand possibilities within the field of engineering.

• OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.

• OBJECTIVE:  Students will be able to utilize laser engravers to solve problems.

• DAILY JOURNAL: If you want to CUT using the laser engraver, what stoke do your lines need to be? What do you do it you just want to ENGRAVE and not cut?

• Students had time to work with their partners.

WEDNESDAY, 12/11/24

• OBJECTIVE:  Students will understand possibilities within the field of engineering.

• OBJECTIVE: Students will be able to utilize the school's equipment in the shop to solve problems.

• OBJECTIVE:  Students will be able to utilize laser engravers to solve problems.

• DAILY JOURNAL: Make sure your three questions and answers to your three questions from last time are recorded into your daily journal.

• Ms. Reinwald showed a couple examples of negative space scenes.

• Students had time to work with their partners.

FRIDAY, 12/6/24 

• OBJECTIVE:  Students will understand how to utilize the Shaper Origin CNC Routers.

• OBJECTIVE:  Students will understand how to utilize the laser engravers.

• OBJECTIVE:  Students will learn the use of Adobe Illustrator.

• DAILY JOURNAL: Sit with your partner and create a list of three possible themes for your Negative Space Scene. You'll both need to complete a daily journal.

• Students started to work on the next assignment, Make a (Negative Space) Scene with their assigned partners.

• Ms. Reinwald walked the class through a fast paced brainstorming activity. 

TUESDAY, 11/26/24 

• 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 journal today.

• Students continued to work on their puzzle pieces. This is the last class period to work on puzzle piece design. 

WEDNESDAY, 11/20/24 

• OBJECTIVE:  Students will understand how to utilize the Shaper Origin CNC Routers.

• OBJECTIVE:  Students will learn the use of Adobe Illustrator.

• DAILY JOURNAL:  Students disassembled their marble machines.

  1. All screws that are not stripped or bent should be removed and placed in the "Wood Screw" box on the counter of the shop.

  2. All used nails should be thrown away.

  3. If wood has only screw holes and is larger than two spread hands, it can be placed in the scrap wood bins (make sure solid wood vs. flat panel products go in the correct bins).

  4. Materials students have provided should be taken home.

  5. Wood that is glued, having lots of hot glue, etc... can be disposed of in the dumpster in the parking lot.

  6. If you struggle to get your machine dismantled, consult an instructor -- we might just discard it.

• Students watched this Logos with hidden meaning video. 

• Ms. Reinwald talked briefly about ways to incorporate hidden meaning into design.

• Students continued to work on their puzzle pieces.

FRIDAY, 11/15/24 

• 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.

  1. 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). 

• Ms. Reinwald showed students how to set up an Illustrator file to be UV printed.

• After instruction, students had time to work on assignments.  Assignments should be completed in this order:

  1. Shaper Origin CNC Router Introduction Assignment

  2. Creating a design for the Puzzle Pieces Assignment (be sure to use the provided template -- NOT the one you created).

• 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, the second student watched and learned.  When the first student was done, they went and found someone else to come out and learn how to use the Shaper BEFORE the next piece is cut.    

FRIDAY, 11/8/24 

• OBJECTIVE:  Students will understand how to perform unit conversions and how to show their understanding through work.

• OBJECTIVE:  Students will learn the use of Adobe Illustrator.

• DAILY JOURNAL: What does the eyeball icon do in the layers panel?

• Students followed along with this video to create a puzzle piece.

• Students had time to work on Illustrator assignments.

MONDAY, 11/4/24 

• OBJECTIVE:  Students will understand how to perform unit conversions and how to show their understanding through work.

• OBJECTIVE:  Students will learn the use of Adobe Illustrator.

• DAILY JOURNAL:  Why will your Illustrator file not update if you only save it once?

• Ms. Reinwald demonstrated how to use the pen tool. 

• Students were given time to work on Illustrator assignments.

• 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.

WEDNESDAY, 10/30/24 

• OBJECTIVE:  Students will understand how to perform unit conversions and how to show their understanding through work.

• OBJECTIVE:  Students will learn the use of Adobe Illustrator.

• DAILY JOURNAL:  There was no daily journal.  Instead, students were asked to solve the following problem (it is related to the energy analysis you need to do for your marble machine).  It is estimated that a marble rolls at 9.7 inches/sec just as it is leaving a marble machine.  It leaves the machine 6.4 centimeters above the bottom platform.  Assuming the top surface of the platform is being used as a reference height of zero for GPE calculations, and assuming it is the same marble that you are using in your machines (you should know the mass by now) how much total energy does the marble have when it leaves the machine?

• 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.  If the network every goes out (and it does from time to time), they will not have access to materials on their Drive.  The USB will be needed later to run equipment as well.

WEDNESDAY, 10/23/24

• 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:  Answer the following questions:

  1. If a rolling can of vegetarian refried beans races a can of chicken broth (both having the same diameter and same mass), which will win, or will it be a tie?  Justify your answer with your reasoning.

  2. After the race, report the results of the race and utilize the concepts of energy to explain the result.

• Students ran their marble machines.  Machines were graded in class.  Afterward, students worked to complete the Marble Machine Energy Analysis. 

FRIDAY, 10/18/24

• OBJECTIVE:  Students will master the general safety practices associated with use of the shop, as well as specific practices associated with  the band saws, scroll saws, floor sanders, and spindle sanders.

• OBJECTIVE:  Students will understand concepts of science to the point of analyzing systems and making predictions.

• DAILY JOURNAL:  There was no daily journal today.

• Mr. K introduced concepts of energy today.  Students will be expected to complete a Marble Machine Energy Analysis for their marble machine.  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. 

FRIDAY, 10/11/24

• 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.

• ANNOUNCEMENT:  Starting today, students are to place their phones within their safety glass locker at the start of the class.

• DAILY JOURNAL:  Answer the following questions:

  1. If your hair goes below the tops of your shoulders, what should you do before going out to the shop?

  2. Why shouldn't hoods (like on sweatshirts) be used in the shop?

• Students worked on their Marble Machines in the shop.

MONDAY, 10/7/24 (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.

• ANNOUNCEMENT:  All work on all shop-related projects this year must be done here at school.  Shop project work is not to be done at home.  If you ever feel you need more shop time for a project, please let one of  your instructors know and they will work with you to figure out time outside of class for you to work.

• DAILY JOURNAL:  There was no journal so students could use the shop for their marble machine project.

• Students worked on their Marble Machines in the shop.

WEDNESDAY, 10/2/24

• 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:   You wish to fasten two pieces of wood together with a screw.  Describe the proper way of doing this.  Include a discussion of what should be done to both pieces of wood.

• Students worked on their Marble Machines in the shop.

FRIDAY, 9/27/24

• 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 are the three locations students can obtain wood for their marble machines in the shop?

• All students (except those without signed contracts or having incomplete safety testing and corrections), worked in the shop.  Students were not allowed to work on aligned drawings -- they were due at the beginning of the period to encourage the use of the shop.

MONDAY, 9/23/24  (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.

• Ms. Reinwald 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. 

• Students who have completed the First Cuts Project should work with their partners to create an aligned drawing and a Bill of Materials.

WEDNESDAY, 9/18/24

• 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. 

FRIDAY, 9/13/24

• 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.  

• 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.

• 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. 

MONDAY, 9/9/24  (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:  Explain what "scaled drawing with aligned views" means in the context of the  Marble Machine Project.

• Students worked to complete safety testing.  See Wednesday, 9/11.