OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

Before answering the journal questions, students were taken out and shown how to resaw on a bandsaw.  Resawing is the art of cutting a board so that it is thinner.  While a planer can thin wood, it also wastes wood.  Additionally, there are times when you want to resaw and use both sides that end up being cut.  Resawing is a great way to make the grain of your Initial Box wrap all the way around the box.

DAILY JOURNAL:  Do the following or answer the question:

1. What is really, really important about the saw (particularly the blade) if resawing is to be successful?

2. How does this relate to the sign that Mr. K hangs on the smaller, east bandsaw in the shop?

3. Where does the GuidePro live, and what does it do for you when resawing?

4. Describe how to utilize a push stick when resawing something when using the GuidePro.

5. Once you have resawn something, what is generally the next step, and what piece of equipment will you use?

When finished with their journal for the day, students went to the shop to continue to work on their projects.  

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

DAILY JOURNAL:  There was no daily journal.

Students completed the quiz covering wood as a material, identifying wood species, and wood quantities.  Students may use HAND WRITTEN notes that they have made on the test.

Following this, students went to the shop to continue to work on their projects.  Students should be working on their projects in this order:

1. Magnetic Sign

2. Long Grain Cutting Board

3. Turned Bowl -- through Step #6, and then further if there is a lathe available.  If no lathe is available, move on to the Initial Box.

4. Initial Box

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

ANNOUNCEMENT:  Please be sure your phones are put away and NOT on your person.  Mr. K will take them if he sees them out or on your person.

ANNOUNCEMENT:  Clean-up needs to be improved.  No one should be reaching for a floor broom.  If you are observed using a floor broom and "cleaning" in areas not requiring cleaning, you will not earn clean-up credit for the day.

DAILY JOURNAL:  You wish to purchase three boards of cherry at the Hardwood Centre.  Each board is 13/16 inches thick, 7 inches wide, and 8 feet long.  Cherry is selling for $7.35/bd ft.  How many board feet will you be charged for, and what will it cost you?  Check your answer with Mr. K before going to work today -- you must be able to get this problem correct (because you will need to be able to do so for the test next week.

When finished with their journal for the day, students went to the shop to continue to work on their projects.  Students should be working on their projects in this order:

1. Magnetic Sign

2. Long Grain Cutting Board

3. Turned Bowl -- through Step #6, and then further if there is a lathe available.  If no lathe is available, move on to the Initial Box.

4. Initial Box

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

The dust collector is still down.

DAILY JOURNAL:  Do the following or answer the question:

1. 1. Wood can be sawn from a log in many different ways:  rift sawn, quarter sawn, flat sawn, plane sawn, etc....  Which is most stable, and how can you tell a board is sawn in this fashion?

   2. Explain the difference between sapwood and heartwood.

   3. Explain what springwood and summerwood are in a tree, and why the two often have difference appearance and properties.

The Missing Line Worksheet was returned and answers were shared in class.

Students were instructed on how wood quantities are discussed and calculated. The term board-foot was introduced and explained.   Measuring Lumber Notes  Also, please note -- the answers are provided on the worksheet; for credit, you must show HOW you obtain those answers.

Students worked to complete today's worksheet.

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

ANNOUNCEMENT:  The dust collector is not working at the moment.  One of the terminals of the variable frequency drive that controls the motor on the dust collector failed.  A new one is in route, however, we will be without the dust collector for a couple of days.  This has caused Mr. K to adjust class activities.  Instead of working in the shop, we will be discussing wood, wood species, and how wood is measured.  These are normal topics for the second semester -- we were going to get to them anyway.  This will mean more time in the shop second semester.

DAILY JOURNAL:  There was no daily journal.  Instead, students were asked to take notes on today's topics.  There will be a quiz on this material.  You will be able to bring to the quiz your hand-written notes that you take.

Mr. K discussed wood as a material, its properties, and what to look for in a piece of wood that might impact the ability of a woodworker to work the wood.  Wood as a Material Notes. 

Time permitting, Mr. K began discussing discussed various species of wood that are commonly found in the woodworking shop and used by woodworkers. Lecture Notes: Wood Species. Students were prompted to take notes -- they can expect a quiz on this material. This blank Wood ID Chart was handed out so students could take notes.  This chart can be used on the future quiz, but it must be filled out by hand by you. 

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

DAILY JOURNAL:  There was no daily journal today.  Instead, students were allowed to work on the Missing Line Worksheet #1 for a brief period of time, and then went to the shop to work on projects.  Portions of the worksheet that do not get completed in class should be done at home so it is ready to turn in at the beginning of the next class period.

Students went to the shop to continue to work on their projects.  Students should be working on their projects in this order:

1. Magnetic Sign

2. Long Grain Cutting Board

3. Turned Bowl -- through Step #6, and then further if there is a lathe available.  If no lathe is available, move on to the Initial Box.

4. Initial Box

OBJECTIVE:  Students will be able to create a three-view orthographic projection of a 3D object, and will be able to correctly dimension it.

DAILY JOURNAL:  No journal entry was required today.

The focus of today was on how to display dimensions (the numbers indicating size and position) on drawings.   These Dimensioning Standards should be used whenever placing dimensions on drawings.

This is one version of how your drawing could be dimensioned.

If gone today, please watch these two videos so that you can complete today's assignment.  NOTE:  some of the dimensions for the part in the video differ from what we actually measured in class.

1. Dimensioning Standards Explained Video .

2. Dimensioning the First Orthographic Drawing Video .  Hint:  while watching this video, add proper dimensions to your orthographic drawing you created Monday. 

OBJECTIVE:  Students will be able to create a three-view orthographic projection of a 3D object, and will be able to correctly dimension it.

DAILY JOURNAL: There was no daily journal today.

Students were shown how to draw an orthographic drawing of a 3D object.  Mr. K demonstrated the technique.  Students worked at the same time to create an orthographic drawing of the same 3D object provided by Mr. K.   Mr. K collected this drawing completed by each student in class for use in the next class.

If you were gone today, watch this How to Make an Orthographic Projection Drawing Video  (Mr K apologizes for the quality -- with more time, it certainly could be improved).  While watching, use a piece of graph paper (any paper will do if you do not have graph paper at home), a pencil with an eraser, and a ruler with inch measurements and duplicate the three views you see Mr. K drawing in the video.  Stop the video as needed while you do your drawing.  You must use a straight-edge for all your lines, and it must be done neatly.  When finished, either take a picture of the drawing that you produce and submit the picture in to Canvas or turn it in to the Inbox in the classroom ASAP.  DO NOT DISCARD YOUR DRAWING.  WE WILL USE IT LATER FOR ANOTHER ASSIGNMENT.  IF YOU DON"T STILL HAVE IT AT THAT TIME, YOU WILL NEED TO DO IT AGAIN. 

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

ANNOUNCEMENT:  Projects to be completed after the cutting board will included a turned bowl (either from a solid piece of wood or from a glued lamination of wood), and a small wood box.  We only have six lathes so students will potentially be working on multiple projects at any given time.

Turned Bowl -- Laminated Wood -- POP.

Initial Box Project POP.

DAILY JOURNAL:   Students were shown this video:  How a Woodworking Master Makes Bowls -- Handmade.  The video was stopped periodically to discuss the general process of turning a bowl.  Following the video, students answered the following questions:

1. What is more important in turning objects, strength or technique?  Explain.

2. What did Ashley finally do that allowed her to get truly good at turning bowls?

3. Ashley indicates that she generally turns green wood (wood from trees that just recently came down).  Why does she only partially turn each bowl first, place wax on it, and then let it sit for a long, long time before finishing it?

When finished with their journal for the day, students went to the shop to continue to work on their projects.  Students should be working on their projects in this order:

1. Magnetic Sign

2. Long Grain Cutting Board

3. Turned Bowl -- through Step #6, and then further if there is a lathe available.

4. Initial Box

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

This year, whenever submitting a project for grading, each student is to first completely fill out the Project Grade Sheet linked to the top of this calendar page.  There will generally be hard copies of this document available in the classroom near the printer.  Students are to enter scores (0-10 points) for each category shown on this grade sheet, and are to complete the reflection on the back page.  Then, the completed grade sheet, your initialed POP, and your physical project are given to your teacher for grading.

DAILY JOURNAL:  Answer the following questions in your journal after reading the Project Grade Sheet linked to the top of this calendar page:

1. Are all the criteria listed on the Project Grade Sheet strictly based on skill at woodworking?  Explain thoroughly.

2. What is on the back of the Project Grade Sheet?

3. Who places scores on the Project Grade Sheet?

Students used the rest of the period to work on their projects in the shop.

OBJECTIVE:  Students will master the basic use of many of the machines in the shop by completing their first projects.

Mr. K introduced the next project -- long grain cutting boards.

1. • When designing a cutting board, one wants to be sure that wood grain is all going in the same direction, and that you are not trying to glue end-grain.  Mr. K explained that wood, as it expands (with higher levels of moisture) or shrinks (with lower levels of moisture), moves different amounts in different directions.  It won't change as much with the grain as it will across the grain.  So if cross grain is glued to long grain, the joint will probably fail because the cross grain will want to expand/contract more than the long grain.  Additionally, end-grain joints are notoriously weak joints because the wood grain tends to absorb the glue from the joint. 

   • Projects will be laser engraved.

   • Students wishing to make pieces of art instead of a cutting board  are welcome to do so.

DAILY JOURNAL:  In your journal for today,

1. Indicate what you are to work on as homework, including when it is due and what the requirements are.  DO NOT JUST CUT AND PASTE THIS INTO YOUR JOURNAL.

2. Indicate project restrictions with respect to the orientation of wood grain in your design.

Students used the rest of the period to work on their projects.

OBJECTIVE:  Students will master the general safety practices associated with use of the shop.

OBJECTIVE:  Students will learn Illustrator so they can employ it to run the Shaper Origins, the UV printer, and the laser engravers.

SAFETY SCORE:  Students will receive a safety score approximately once a quarter.  Students begin with a full score.  While working in the shop over the course of the quarter, points are deducted from this score each time the student is observed using a machine improperly or otherwise not complying with safety rules and procedures.  Score deductions depend upon the severity of the infraction.  Minor errors will not incur a deduction.  So . . . best practice this year when you are out in the shop?  When in doubt about something, ASK!

DAILY JOURNAL:  There was no journal today.

Mr. K finished discussing the jointer as needed today.

Students completed the Jointer Safety Test and test corrections as needed.

Students then continued to work on their projects.

OBJECTIVE:  Students will master the general safety practices associated with use of the shop.

OBJECTIVE:  Students will learn Illustrator so they can employ it to run the Shaper Origins, the UV printer, and the laser engravers.

Students were shown two videos about the brake system on the table saws and what a kick back is.

1. • Video of the Sawstop Table Saw Brake System

   • Video demonstration a kickback on the table saw.  Don't even think about doing this at home . . . or anywhere else!

DAILY JOURNAL:  Answer the following questions associated with the table saw:

1. What is a clearance block and when must one be used?

2. Explain how the dimensions of a rectangular piece of wood determine whether the rip fence, the miter gage, or a sled is used to cut the piece of wood on the table saw.

3. When is it okay to cut wood on the table saw without the use of either the rip fence, a miter gage, or a sled?

4. When ripping wood, guiding the wood with your hand is better than using a push stick -- you have more control.  That said, when MUST you use a push stick when ripping wood with the rip fence on a table saw?

5. When cross-cutting something that is quite long on a sled and you determine you need someone else to help support the end of the board being cut, what should that person do?

Students completed the safety test for the table saw and completed test corrections as necessary.

After this, students were allowed to continue work on their projects in the shop.

OBJECTIVE:  Students will learn Illustrator so they can employ it to run the Shaper Origins, the UV printer, and the laser engravers.

DAILY JOURNAL:  There was no daily journal today.

Mr. K walked students through the use of Adobe Illustrator and the preparation of a file for the Magnetic Sign project.  This Using Illustrator for the Magnetic Sign Project Guide should be used as you prepare your file.

Magnetic Sign Illustrator File Template (download this file and modify it as needed for this project). 

DOWNLOADING ILLUSTRATOR ON A COMPUTER AT HOME:  While not required, as a student in this class you can download Adobe Illustrator at home. Follow these directions to install Illustrator on your home computer.

If gone today, please watch these videos.  Not every topic in these videos was touched on today, but the most common tools used in Illustrator are discussed.

1. • Setting Up Artboards and Getting Ready to Use Illustrator

   • Using Basic Shapes, Fill, and Strokes

   • Using the Pen  and Pathfinder Tools

   • Importing Images and Graphics Into Illustrator

OBJECTIVE:  Students will master the general safety practices associated with use of the shop.

DAILY JOURNAL:  Answer the following questions:

1. Describe what you need to do with the hardcopy of your POP (when given one for a project) during the project itself.

2. Potentially what percentage of your grade for a project will be associated with the hardcopy of your POP having all of the steps initialed?

Techniques for marking wood was discussed, as well as the proper use of a ruler and a square.  Being able to measure and mark things properly is essential for project success.  Students were shown techniques for marking and laying out lines on wood using various squares (framing square, combination square, try square, and speed square).  

Students completed the safety test for the planer and completed test corrections as necessary.

Following this, students worked to finish their push sticks and begin the Magnetic Sign Project. 

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 drill presses.

DAILY JOURNAL:  There was no daily journal today.

All students in 7th and 2nd Periods were given a copy of the Plan of Procedures (POP) for the next project -- the Magnetic Sign Project.  5th Period will receive theirs on Monday.

POP's:  students should place their name on the POP.  An instructor will initial each and every step AS YOU COMPLETE THEM during this project.  Getting all initials, and retaining the hardcopy of the POP, will be worth up to 10% of your grade for this project.  The purpose of the initials is to ensure frequent interaction and opportunity for feedback DURING the project.Students completed the Router Safety Test and test corrections if needed.

After this, students continued to work on the following in this order of priority:

1. Complete all safety tests and corrections (General Safety, Band Saws, Scroll Saws, Stationary Sanders, Drill Presses, Routers)

2. Finish First Cuts

3. Finish the Push Stick Assignment.

4. Start work on the Magnetic Sign Project

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 drill presses.

REMINDER:  Students must complete safety testing for equipment with safety tests BEFORE using that equipment on projects.  The first cuts project is the only exception to this. 

DAILY JOURNAL:  There was no daily journal today.

Students worked to complete the First Cuts Project and the associated safety testing.

When finished with this, students completed all four of the safety tests associated with equipment used on the First Cuts Assignment.

When finished with the tests, students started work on the Push Stick Project.  To complete this project, students will need to watch  the Router Safety Video (on the safety page) so that they can use the table router to round-over the edges of their push sticks.  The router will be discussed next period as a class.

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 drill presses.

Students were asked to obtain a piece of wood for the First Cuts Project, place their name on it, and place it within their period's storage cabinet in the shop at the end of the period.

DAILY JOURNAL:  Find four other students in the class who you have NOT worked with in a group so far.  Write down their full name, and what their favorite dessert is.

Discussion and demonstrations for the band saws and scroll saws was finished today.

Demonstrations and discussion regarding the stationary sanders and drill presses (and hand drills) was completed.  

At this  point, students were given the period to make progress on the First Cut's assignment.

Testing for the four pieces of equipment discussed (Band Saws, Scroll Saws, Stationary Sanders, and Drill Presses) should be completed (with test corrections) this week if possible.

OBJECTIVE:  Students will be able to access the class website, the Canvas class, complete the initial class survey, and access the class syllabus and contract.

OBJECTIVE:  Students will understand the difference between woodworking and carpentry, and the hands-on experiences that are possible this semester.

Students completed the Initial Class Survey.

Students were given a brief introduction to the class.

The CV Safety Website (linked at the top of this website) was discussed.  The instructor explained how this site is to be used, pointing out the location of instructional and safety videos and information for all equipment in the shop.

Random teams were formed once again.  This time, students were asked to go to the shop and brainstorm a list of ten safety rules they believe that all users should abide by when in the shop.  

The instructor reviewed group responses and supplemented as needed to ensure these General Safety Guidelines were discussed.

Next, students completed the General Shop Safety Test on Canvas.

Time permitting, discussion was started on the first pieces of shop equipment to be used in the class.