OBJECTIVE: Students will explore different engineering disciplines.
DAILY JOURNAL: None today.
Click on this link: 2025 Graduate Research Showcase . Pick at least 4 presentations to watch. Try to pick ones that are of interest to you, not just the first 4 on the page. As you watch, try to answer these questions about each presentation.
After you've watch these presentations, get a clean up job from Reinwald.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: None today.
Students worked on toolbox/electrical component clean up and moved their completed houses into the storage room.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: None today.
Print all of your documentation and fill out the student score as a group.
Set up your Arduino functions.
Reinwald will grade each house with the group.
Groups who are done will start toolbox/electrical component clean up.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
Complete this survey about how your group worked together and the final due date.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
You will have all this week to work and Monday to make sure you have all your materials pulled together. Please look at the grading rubric. I will grade this project with your group on June 3rd.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses. You have 6 more class periods to work. The first students to email me a picture of a house framing will receive 5 points back on the assignment of their choice.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
Start thinking about getting your siding, doors and windows printed and cut. You can use thin wood for siding and doors and plexiglass ONLY for windows. Try to use scrap material first. When cutting, make sure to place your piece as close to the edge or other cuts as possible to conserve material. ONLY cut plexiglass with the laser engraver.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did you complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
Start thinking about getting your siding, doors and windows printed and cut. You can use thin wood for siding and doors and plexiglass ONLY for windows. Try to use scrap material first. When cutting, make sure to place your piece as close to the edge or other cuts as possible to conserve material. ONLY cut plexiglass with the laser engraver.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
You have 13 class period left to complete this project.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Check in with your groups regarding your timelines. Highlight tasks that are completed. Think about dividing up tasks. Does your group really need all four people helping someone glue down pieces?
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Take a look at this document, Anatomy of a House. It will be helpful in setting up your foundation, wall framing and roof.
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Students continued working on their framed and wired houses.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
With your timeline, check in with Ms. Williams.
Complete drawing the outline of your foundation on your bases. Make sure it is 1300 sqft.
Only glue the foam board foundation to the outline of your house. Go look at the example that is in the storage room if are unsure.
The STEAM cabinet is unlocked. You'll find pre-cut foam in there. Use the foamboard glue and a caulking gun to attach the foam to your bases.
Students prepared their bases for their houses and started to outline their floor plans on the bases.
Your group will be on track if you can finish your setting up your foam foundation today.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Students prepared their bases for their houses and started to outline their floor plans on the bases.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Starting today, create a new STEAM journal. Everyday you will answer the following questions and provide proof (files, screenshots, photos): 1. What did I complete in class today? 2. What issues came up and how did you solve them? 3. What will you be working on next class?
Students completed the timeline assignment. Sit with your groups to work on this.
Students prepared their bases for their houses and started to outline their floor plans on the bases.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: No journal today, but make sure you have completed and turned in all previous journals.
Reinwald showed students how to lay out a wall.
Students prepared their bases for their houses and started to outline their floor plans on the bases.
Here is a house construction time lapse video if you are interested!
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: For your journal today, complete this Framing Terms assignment. Turn in a copy of this assignment on Canvas.
Students continued planning with their groups. May 27th is the last day to work on this project. I know it seems far away, however, every year students struggle to meet this deadline.
House groups completed a task list and assigned all tasks to group members.
Here is a house construction time lapse video if you are interested!
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Students completed this survey. You do not need to write anything in your journal for today.
Students read through the Framed and Wired House Project and Scoring Sheet.
Students began planning with their groups.
Students worked on the Arduino Function for Model House Ideas assignment (on Canvas).
House groups completed a task list and assigned all tasks to group members.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: No journal today.
Students gave their remodel presentations.
Students read through the Framed and Wired House Project and Scoring Sheet.
Students began planning with their groups.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What is due today? What should you be ready for on Monday?
Students started on the Home Remodel Project using this Revit floorplan. You may work with ONE other person for this assignment. (DUE 3/13)
Be ready to give a short presentation on TUESDAY about your design choices for your remodel.
Students worked on safety tests and corrections. (DUE 3/13)
Students who have completed their work, read through the Framed and Wired House Project and Scoring Sheet.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What 5 building code code stipulations will your remodel design abide by?
Students started on the Home Remodel Project using this Revit floorplan. You may work with ONE other person for this assignment. (DUE 3/13)
Students worked on safety tests and corrections. (DUE 3/13)
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Read the Home Remodel Project. In your own words, summarize the owners goals for the remodel.
Students started on the Home Remodel Project using this Revit floorplan. You may work with ONE other person for this assignment. (DUE 3/13)
Students worked on safety tests and corrections. (DUE 3/13)
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: No journal today.
Students worked on safety tests and correction.
Students continued to work on their Adding a Level assignment.
You may use your single story house IF it falls into typical residential housing dimensions, otherwise you will need to modify your first floor.
EXTRA RESOURSES: Revit Roof Types, How to Add Topography, Create Straight Walls in Revit, Create Curved Walls in Revit, Trim Walls in Revit, Center a Door in Revit, Place Windows in Revit, Create a Roof in Revit
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: For your journal today, complete this Framing Terms assignment.
Students continued to work on their Adding a Level assignment.
You may use your single story house IF it falls into typical residential housing dimensions, otherwise you will need to modify your first floor.
EXTRA RESOURSES: Revit Roof Types, How to Add Topography, Create Straight Walls in Revit, Create Curved Walls in Revit, Trim Walls in Revit, Center a Door in Revit, Place Windows in Revit, Create a Roof in Revit
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What views/pages should you include in your PDF?
Students started to work on their Adding a Level assignment.
You may use your single story house IF it falls into typical residential housing dimensions, otherwise you will need to modify your first floor.
EXTRA RESOURSES: Revit Roof Types, How to Add Topography, Create Straight Walls in Revit, Create Curved Walls in Revit, Trim Walls in Revit, Center a Door in Revit, Place Windows in Revit, Create a Roof in Revit
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: If a roof has a pitch of 6 on 12, what does that mean?
Students started to work on their Adding a Level assignment.
You may use your single story house IF it falls into typical residential housing dimensions, otherwise you will need to modify your first floor.
EXTRA RESOURSES: Revit Roof Types, How to Add Topography, Create Straight Walls in Revit, Create Curved Walls in Revit, Trim Walls in Revit, Center a Door in Revit, Place Windows in Revit, Create a Roof in Revit
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: Explain, step by step, how to create a section view.
Reinwald demonstrated how to create a section view, add dimensions and export drawings, with selected views and floorplans, as a PDF.
Students can use the remainder of the class to work on a one story house design. This design is meant to be an exploration with simple requirements and is due by the end of class on Tuesday.
Before turning in your exploratory house, reference this what is typical for residential houses document and complete this chart.
Students started to work on their Adding a Level assignment.
EXTRA RESOURSES: Revit Roof Types, How to Add Topography, Create Straight Walls in Revit, Create Curved Walls in Revit, Trim Walls in Revit, Center a Door in Revit, Place Windows in Revit, Create a Roof in Revit
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What template should you use when you open Revit?
Reinwald demonstrated how to create a section view, add dimensions and export drawings, with selected views and floorplans, as a PDF.
Students can use the remainder of the class to work on a one story house design. This design is meant to be an exploration with simple requirements and is due by the end of class on Tuesday.
Before turning in your exploratory house, reference this what is typical for residential houses document and complete this chart.
Your first house should include the following:
2 exterior doors
at least 2 windows
a living space
a bedroom
a bathroom
a kitchen
a roof
Make sure your house is a project file and not a templet file or else it will not save.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: 1. If you had an opportunity to build and live in a house of your own design, what features would you have? 2. Use the internet to find an image of what you'd like your house to look like and paste it in your journal.
Students completed this Career Survey.
Reinwald demonstrated how to create walls, a roof, add doors, windows and add furniture in Revit.
Students can use the remainder of the class to work on a one story house design. This design is meant to be an exploration with simple requirements and is due by the end of class on Thursday.
Your first house should include the following:
2 exterior doors
at least 2 windows
a living space
a bedroom
a bathroom
a kitchen
a roof
Make sure your house is a project file and not a templet file or else it will not save.
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What did you like about the Arduino unit? What didn't you like?
Students finished their tool box clean up
SNOW DAY
OBJECTIVE: Students will be able to use Revit to model houses and pursue other architectural design.
DAILY JOURNAL: What did you like about the Arduino unit? What didn't you like?
Students finished their tool box clean up
Students continued working on Chapter 2, 3, 4 and 5 of the Residential Building Code Assignment, this is a long assignment so here are some hints. (DUE: 2/13 at the beginning of class)
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: Get a pair of headphones front he front of the classroom. Watch this short video about Paul R Williams, and answer the following questions.
What challenges did he face? How did he overcome these challenges?
Who did Paul Williams design houses for?
What did he do to help him community?
Students worked on toolbox clean up.
Students started working on Chapter 2 and 3 of the Residential Building Code Assignment, this is a long assignment so here are some hints.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: Without looking it up, do you know of any famous architects? Who are they and what do you know about them?
Today is the LAST class day for the Interactive Traffic Light assignment.
Students who finished the Interactive Traffic Lights assignments worked on toolbox clean up.
Students started working on Chapter 2 and 3 of the Residential Building Code Assignment, this is a long assignment so here are some hints.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: No journal today.
Students worked on the Traffic Light Simulation, then moved on to Lady Ada Lesson 5 (read through this only).
After reading Lesson 5, move on to the Interactive Traffic Lights Assignment.
Students who finished the Interactive Traffic Lights assignments worked on toolbox clean up.
Students who have finished the Motorized Pinwheel started working on Chapter 2 and 3 of the Residential Building Code Assignment, this is a long assignment so here are some hints.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: No journal today.
Students worked on the Traffic Light Simulation, then moved on to Lady Ada Lesson 5 (read through this only).
After reading Lesson 5, move on to the Interactive Traffic Lights Assignment.
Students who finished the Interactive Traffic Lights assignments worked on toolbox clean up.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: No journal today.
Students worked on the Traffic Light Simulation, then moved on to Lady Ada Lesson 5 (read through this only).
After reading Lesson 5, move on to the Interactive Traffic Lights Assignment.
Students who finished the Interactive Traffic Lights assignments worked on toolbox clean up.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: No journal today.
Students worked on the Traffic Light Simulation, then moved on to Lady Ada Lesson 5 (read through this only).
After reading Lesson 5, move on to the Interactive Traffic Lights Assignment.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: Complete 11.7 and 11.8 on the Important Things to Know about Ardunio worksheet.
Students worked on the Piezo and Photoresistor Assignment.
Students worked on the Traffic Light Simulation.
Students worked on the Traffic Light Simulation, then moved on to Lady Ada Lesson 5 (read through this only).
After reading Lesson 5, move on to the Interactive Traffic Lights Assignment.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: The Traffic Light Simulation will be the last grade for this semester. Take a look at what missing work you have. Remember that if you have everything turned in, I can consider rounding up your grade if needed.
Students worked on the Piezo and Photoresistor Assignment.
Students who finished, worked on the Traffic Light Simulation.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
DAILY JOURNAL: The Traffic Light Simulation will be the last grade for this semester. Take a look at what missing work you have. Remember that if you have everything turned in, I can consider rounding up your grade if needed.
Students worked on the Piezo and Photoresistor Assignment.
Students who finished, worked on the Traffic Light Simulation.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: Important things to know about Arduinos #'s 11.1-11.6
Students worked on LED Effects - Day 2.
Students who finished LED Day 2, started working on the Piezo and Photoresistor Assignment.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: No journal for today.
Students continued working on LED Effects - Day 2. (DUE 1/14)
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: No journal for today.
Students continued working on LED Effects - Day 1 (DUE: Today) and LED Effects - Day 2. (DUE 1/14)
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: No journal for today.
Using this site, https://docs.arduino.cc/language-reference/#functions, or other reference documents on Canvas, students filled out numbers 4.1-8.6 on the Important Things to Know about Arduinos packet.
Students continued working on LED Effects - Day 1 and LED Effects - Day 2.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: What are your opinions on new year's resolutions? Do you have any?
Students started on LED Effects - Day 1 and LED Effects - Day 2.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Students will learn about programming LED lights and will use the digitalWrite() procedure and an if () statement.
DAILY JOURNAL: No journal today.
We continued completing the Things To Know About Arduinos Worksheet as a class.
Students started working on the Space Ship Interface assignment.
Students started on LED Effects - Day 1 and LED Effects - Day 2.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Today we begin the 2nd of the three main portions of this class -- Arduino microcontrollers.
DAILY JOURNAL: How have you used pinMode(), digitalWrite() and delay in your sketches? (Sketches are what the code is called.)
Students worked on 1.1 -1.13 on the Important Things to Know about Arduino document (make a copy to edit).
Students completed Ladyada's Lesson 3. This means reading everything and doing all suggested activities. That being said, on this lesson, since you already know about breadboards, resistor color codes, and LED's, you can skim down to the section entitled "Scheming Schematic".
After completing Ladyada Lesson 3, students started working on the Space Ship Interface assignment.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Today we begin the 2nd of the three main portions of this class -- Arduino microcontrollers.
DAILY JOURNAL: No journal for today.
Students completed Ladyada's Lesson 3. This means reading everything and doing all suggested activities. That being said, on this lesson, since you already know about breadboards, resistor color codes, and LED's, you can skim down to the section entitled "Scheming Schematic".
Students who were absent or just want some extra help, check out this video to set up the blink program in TinkerCAD.
OBJECTIVE: Students will understand basic programming and using an Arduino microcontroller.
OBJECTIVE: Today we begin the 2nd of the three main portions of this class -- Arduino microcontrollers.
DAILY JOURNAL: Have you ever used or programed an Arduino before? Explain any past experience. How much do you remember?
Students completed this Intro to Arduino Assignment.
If you complete the Intro to Arduino Assignment, come see me to get an Arduino and breadboard. Everyone will need their own for this next section of the class.
The Blink Program was completed together as a class.
Students completed Ladyada's Lesson 3. This means reading everything and doing all suggested activities. That being said, on this lesson, since you already know about breadboards, resistor color codes, and LED's, you can skim down to the section entitled "Scheming Schematic".
Students who were absent or just want some extra help, check out this video to set up the blink program in TinkerCAD.
OBJECTIVE: Students will understand the role of a capacitor within a circuit, and will understand the meaning of the time constant for an RC circuit.
DAILY JOURNAL: Explain how capacitors work.
Students worked on the RC Time Constant Lab.
This is your last day to work on the RC Time Constant Lab.
We will start the Arduino section of this class on Thursday.
If you finish the RC lab, start working on this Intro to Arduino Assignment.
OBJECTIVE: Students will understand the role of a capacitor within a circuit, and will understand the meaning of the time constant for an RC circuit.
Capacitors within DC circuits was discussed. Class Notes on Capacitors
Students worked on the RC Time Constant Lab.
OBJECTIVE: Students will understand the role of a capacitor within a circuit, and will understand the meaning of the time constant for an RC circuit.
Capacitors within DC circuits was discussed. Class Notes on Capacitors
Students finished the Combined Circuit Lab and started the RC Time Constant Lab.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: How do you measure current, voltage and resistance using a multimeter? What happens if you don't measure current correctly?
Students set up their breadboards for the Combined Circuits Lab and worked on the lab.
Check Canvas for extra help with combined circuits.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab and began their lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
Your COMPLETED Light Shard is DUE by the end of class TODAY.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab and began their lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
Your COMPLETED Light Shard is DUE by the end of class on Monday, 11/25.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab and began their lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
Your COMPLETED Light Shard is DUE by the end of class on Monday, 11/25.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab and began their lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
Your COMPLETED Light Shard is DUE by the end of class on Monday, 11/25.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab and began their lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students set up their breadboards for the Combined Circuits Lab.
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Complete #2-3 on the combined circuit worksheet. This should be an individual task. Show me your work when you are done. Add a chromebook photo of your completed work with my initials to your daily journal for today. (Make sure your journal is up to date....I'm going to grade by the end of next week.)
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: What steps should you take to solve a combined circuit? (Look in your notes!)
The start of the period today was used to discuss combined circuits, and the issues associated with connecting components in both parallel AND series within circuits, and how such circuits are analyzed.
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Have you laser engraved yet?
The start of the period today was used to discuss combined circuits, and the issues associated with connecting components in both parallel AND series within circuits, and how such circuits are analyzed.
Students created a combined circuit on a breadboard.
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Look back in your notes about parallel circuits. What is the junction rule?
The start of the period today was used to discuss combined circuits, and the issues associated with connecting components in both parallel AND series within circuits, and how such circuits are analyzed.
Students created a combined circuit on a breadboard.
Students used the remaining class time to work on the light shard project or the soldering kit.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Look back in your notes, how would you tell the difference between a parallel circuit and a series circuit by looking at the schematic diagram?
Students worked on their soldering kits.
You can download Adobe Illustrator at home (for free!). Follow these directions to install Illustrator on your home computer. Illustrator will NOT run on a chromebook :(
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Riddle: I'm tall when I'm young, I'm short when I'm old and I make pumpkins light? What am I?
Reinwald demonstrated how to solder a PCB (printed circuit board).
Students worked on their soldering kits.
You can download Adobe Illustrator at home (for free!). Follow these directions to install Illustrator on your home computer. Illustrator will NOT run on a chromebook :(
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Reinwald talked about how to prepare light shard bases.
Students have time to work on designing their light shard file.
Students may use the laser engraver when they are ready.
Remember: anything that needs to CUT should have a stroke of .001 inches OR .072 pts. Anything that you want to engrave should be at least 1 pt.
If you finished both of these tasks, start working on this Parallel Circuits Worksheet.
Students can start preparing their light shard bases.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: No journal today.
Students finished the Solder Sculpture Assignment.
Students have time to work on designing their light shard file.
Students may use the laser engraver when they are ready.
Remember: anything that needs to CUT should have a stroke of .001 inches OR .072 pts. Anything that you want to engrave should be at least 1 pt.
If you finished both of these tasks, start working on this Parallel Circuits Worksheet.
Students can start preparing their light shard bases.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Check your grades. Are you missing anything?
Students finished the Solder Sculpture Assignment.
Students have time to work on designing their light shard file.
Student may use the laser engraver when they are ready.
Remember: anything that needs to CUT should have a stroke of .001 inches OR .072 pts. Anything that you want to engrave should be at least 1 pt.
If you finished both of these tasks, start working on this Parallel Circuits Worksheet.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Where does your soldering iron live? What should you do after you've put everything away and thrown away all of your scrap wire pieces?
Students finished the Solder Sculpture Assignment.
Students have time to work on designing their light shard file.
Student may use the laser engraver when they are ready.
Remember: anything that needs to CUT should have a stroke of .001 inches OR .072 pts. Anything that you want to engrave should be at least 1 pt.
If you finished both of these tasks, start working on this Parallel Circuits Worksheet.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: What should you do before you add solder to your wire?
Students finished the Solder Sculpture Assignment.
Students have time to work on designing their light shard file.
Student MAY use the laser engraver when they are ready.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: What are two things you should check before you plug in your soldering iron? Where the soldering iron live when you are using it?
Students started the Solder Sculpture Assignment. Students can start soldering AFTER Reinwald or Ms. Williams checks off on your sketches. Don't lose these and turn them in with your finished sculpture. If your sculpture doesn't fit in your locker, then Mr. Kirsch can open the STEAM cabinet in the woodshop.
Students have time to work on designing their light shard file.
Student MAY use the laser engraver when they are ready.
Remember: anything that needs to CUT should have a stroke of .001 inches OR .072 pts. Anything that you want to engrave should be at least 1 pt.
If you finished both of these tasks, start working on this Parallel Circuits Worksheet.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: What are two things you should check before you plug in your soldering iron? Where the soldering iron live when you are using it?
Students started the Solder Sculpture Assignment. Students can start soldering AFTER Reinwald checks off on your sketches. Don't lose these!
Students can work on designing their light shard file.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
OBJECTIVE: Students will become familiar with the basics of soldering.
DAILY JOURNAL: Look at Canvas. What are you missing? When are you going to find time make up any lab work? (If you need time before or after school, let me know and we can work a time out. Usually, I can stay any day after school except Tuesday.)
Soldering was demonstrated. Notes on Soldering.
Students started the Solder Sculpture Assignment.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
DAILY JOURNAL: Read through the Light Shard Project. What steps do you need to take to make sure that your plexiglass fits in your light shard base? You will only be able to cut once for full points.
Students completed the Parallel Circuits Lab. For this lab, all students are to submit a sheet showing all work for the predictions. These two sheets should be stapled to the final lab that is submitted for grading.
Students who finished started designing their light shard.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
DAILY JOURNAL: Why does adding resistors in parallel reduces effective resistance? Watch this video (with headphones) and then summarize.
Students completed the Parallel Circuits Lab. For this lab, all students are to submit a sheet showing all work for the predictions. These two sheets should be stapled to the final lab that is submitted for grading.
(OPTIONAL) ARTICLE: Resistors in Parallel: Understanding Current and Voltage in Parallel Networks
Students who finished read through the Light Shard Project.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
DAILY JOURNAL: Make sure that your daily journal is up to date and turned in on canvas. Next, get a notecard or sticky note and write out the rules we know for finding voltage, current and resistance for series circuits and parallel circuits. Keep this card in your toolbox. (Yes, everyone needs one.)
Students completed the Parallel Circuits Lab. For this lab, all students are to submit a sheet showing all work for the predictions. These two sheets should be stapled to the final lab that is submitted for grading.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
DAILY JOURNAL: Find a google image of a series circuit and a parallel circuit. Copy and paste them into your journal and tell me how you know what kind of circuit it is.
Students finished measurements for the Series Circuit Lab and started the Parallel Circuits Lab. For this lab, all students are to submit a sheet showing all work for the predictions. These two sheets should be stapled to the final lab that is submitted for grading.
OBJECTIVE: Students will understand the role of voltage, current, and resistance in parallel circuits.
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws.
DAILY JOURNAL: What are the rules that we know series circuits follow in regards to resistance, current and voltage?
The start of the period today was used to discuss parallel circuits, and the issues associated with connecting components in parallel within circuits. Class Notes on Parallel Circuits.
With the remaining time, students started the Parallel Circuits Lab. For this lab, all students are to submit a sheet showing all work for the predictions. These two sheets should be stapled to the final lab that is submitted for grading.
Students who need additional help or time with the Series Circuit Lab will make plans to work with Reinwald during advisor.
EXTRA HELP VIDEO: How to Use Ohm's and Watt's Law to Solve a Series Circuit
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: Name 3 things should you check for if you aren't getting a reading (or one that doesn't make sense) on your multimeter?
Students finished the Series Circuit Lab.
After finishing the series circuit lab, students worked on the series circuit worksheet.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: No journal today.
The use of digital multimeters (DMM's) was discussed. We will be using these all year long. Breadboards were also discussed. DMM Class Notes.
Students practiced measuring resistance, voltage and current with a multimeter.
We discussed series circuits, and the issues associated with connecting components in series within circuits.
Students started the Series Circuit Lab.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: What does it mean to "break a circuit?" What are you measuring for when you break it?
The use of digital multimeters (DMM's) was discussed. We will be using these all year long. Breadboards were also discussed. DMM Class Notes.
Students practiced measuring resistance, voltage and current with a multimeter.
We discussed series circuits, and the issues associated with connecting components in series within circuits.
Students started the Series Circuit Lab.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: What setting should your power supply (the big blue box) be set to?
The use of digital multimeters (DMM's) was discussed. We will be using these all year long. Breadboards were also discussed. DMM Class Notes.
Students practiced measuring resistance, voltage and current with a multimeter.
We discussed series circuits, and the issues associated with connecting components in series within circuits.
Students started the Series Circuit Lab.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: If a problem states that you have a 220 ohm resistance and 5 volts, what can you find and what law will you se to find it?
The use of digital multimeters (DMM's) was discussed. We will be using these all year long. Breadboards were also discussed. DMM Class Notes.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion)
OBJECTIVE: Students will be able to work with both Ohm's and Watt's Laws
DAILY JOURNAL: What is the unit for current?
Ohm's and Watt's Laws were introduced. Example problems were worked. Class Notes on Ohm's and Watt's Laws.
Students had time to work on the Resistor Labeling Lab.
OBJECTIVE: Students will understand basic electrical quantities and the units they are measured with.
OBJECTIVE: Using a color code table, students will be able to identify the resistance of a resistor using its colored bands, along with its permissible tolerances.
DAILY JOURNAL: What is the unit for resistance?
Electrical quantities and resistor labeling were discussed. Electrical Quantities and Resistor Labeling Class Notes.
Students were introduced to the DMM.
Students had time to work on the Resistor Labeling Lab.
OBJECTIVE: Students will understand basic electrical quantities and the units they are measured with.
OBJECTIVE: Using a color code table, students will be able to identify the resistance of a resistor using its colored bands, along with its permissible tolerances.
DAILY JOURNAL: No journal today
Students were given time to complete their metric units worksheet.
Next, electrical quantities and resistor labeling were discussed. Electrical Quantities and Resistor Labeling Class Notes.
OBJECTIVE: Students will understand concepts of resistance, current, and voltage, as well as the units they are measured by.
OBJECTIVE: Students will be able to represent electrical quantities in proper metric notation (by using either the stair-step method, or straight conversion).
DAILY JOURNAL: Students were directed to open up a blank Google Doc, and then save it as their STEAM Daily Journal. For today's entry, answer the following questions regarding the course syllabus:
How much is an assignment penalized if turned in late?
What must you do to request an extension on an assignment?
If you wish to replace a score on something, what must you do?
To be considered for rounding of your final grade at the end of the semester, what must be true?
Additional terms associated with electrical systems were discussed at length, as well as some common electrical quantities, and how to deal with metric units. Students were asked to make a copy of the metric system stairs in their notes as shown in class and in the attached notes. Atomic Theory, Units & Metric System Class Notes.
The Metric Units Worksheet was assigned.
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.
Students completed this beginning of the year survey.
Students were given a brief introduction to the class.
Students were given the course syllabus that needs to be signed and summitted to Canvas.
Students began work on this Electrical Component ID Lab. Students will add their component to this google slide show.