Embedded Files
THU 6/15 (1st, 3rd); FRI 6/16 (6th)
THU 6/15 (1st, 3rd); FRI 6/16 (6th)
OBJECTIVE: Students will expand their woodworking skills by completing maintenance tasks in the shop associated with maintaining a wood shop.
Students were given a maintenance task to complete today in the shop. The quality of a student's participation today will serve as the basis for today's shop-clean-up grade. Shop Clean-Up Assignments
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 6/13 (1st, 3rd); WED 6/14 (6th)
TUE 6/13 (1st, 3rd); WED 6/14 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects. THIS IS THE LAST DAY OF WORK IN THE SHOP. ALL PROJECTS MUST BE COMPLETED AND TURNED IN BY THE END OF YOUR CLASS PERIOD. GRADESHEETS MUST BE SUBMITTED IF AN ITEM IS TO RECEIVE ANY GRADE -- EVEN IF IT IS ONLY PARTIALLY COMPLETED.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 6/12 (ALL)
MON 6/12 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 6/8 (1st, 3rd); FRI 6/9 (6th)
THU 6/8 (1st, 3rd); FRI 6/9 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 6/6 (1st, 3rd); WED 6/7 (6th)
TUE 6/6 (1st, 3rd); WED 6/7 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 6/5 (ALL)
MON 6/5 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ANNOUNCEMENT: ALL PROJECTS MUST BE COMPLETED AND TURNED IN BY THE END OF YOUR CLASS PERIOD ON EITHER 6/13 or 6/14. GRADESHEETS MUST BE SUBMITTED IF AN ITEM IS TO RECEIVE ANY GRADE -- EVEN IF IT IS ONLY PARTIALLY COMPLETED. SENIORS -- YOUR DUE DATE IS THE END OF THE DAY NEXT FRIDAY. STUDENTS WILL RECEIVE A SHOP MAINTENANCE SCORE FOR THE QUALITY OF THEIR HELP ON THE LAST DAY OF SCHOOL.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 6/1 (1st, 3rd); FRI 6/2 (6th)
THU 6/1 (1st, 3rd); FRI 6/2 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 5/30 (1st, 3rd); WED 5/31 (6th)
TUE 5/30 (1st, 3rd); WED 5/31 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 5/25 (1st, 3rd); FRI 5/26 (6th)
THU 5/25 (1st, 3rd); FRI 5/26 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Before getting to work today, students watched this Applying Shellac Finish video.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 5/23 (1st, 3rd); WED 5/24 (6th)
TUE 5/23 (1st, 3rd); WED 5/24 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 5/22 (ALL)
MON 5/22 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 5/18 (1st, 3rd); FRI 5/19 (6th)
THU 5/18 (1st, 3rd); FRI 5/19 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 5/16 (1st, 3rd); WED 5/17 (6th)
TUE 5/16 (1st, 3rd); WED 5/17 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 5/15 (ALL)
MON 5/15 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 5/11 (1st, 3rd); FRI 5/12 (6th)
THU 5/11 (1st, 3rd); FRI 5/12 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 5/9 (1st, 3rd); WED 5/10 (6th)
TUE 5/9 (1st, 3rd); WED 5/10 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 5/8 (ALL)
MON 5/8 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
Students worked in the shop today to complete projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 5/4 (1st, 3rd); FRI 5/5 (6th)
THU 5/4 (1st, 3rd); FRI 5/5 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: For the rest of the semester there will be no journal entry required. Instead, students will be checking in with the teacher at the beginning of each period to discuss their end-of-the-semester timeline (see below).
- End of Semester Timeline
By the end of the semester each student must have completed:
All assignments that have been assigned.
The Initial Box Project (100 points).
A Table (100 points).
A 3rd Personal Project (100 points).
Complete this Timeline Template (you will be given a score for doing this):
Select MAKE A COPY from the FILE menu in order to edit it.
Fill in the 2nd column only. When finished, have Mr. K check and approve it BEFORE printing it.
Print it and turn it into the INBOX. Mr. K will keep these.
TIMELINES WILL RECEIVE A GRADE AT THE END OF THE SEMESTER BASED UPON THE PRESENCE OR ABSENCE OF TEACHER INITIALS EVERY DAY.
When the hardcopy of the Timeline/Contract has been turned in to Mr. K, students then went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
End-of-Semester Timeline Hard Copy -- printed and turned in to Mr. K (DUE TODAY, handed to Mr. K)
TUE 5/2 (1st, 3rd); WED 5/3 (6th)
TUE 5/2 (1st, 3rd); WED 5/3 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
ANNOUNCEMENT: Just a warning -- not everyone is earning clean-up credit. I watched several people simply pushing brooms Monday rather than being useful and cleaning that which needs cleaning using the proper tools (hand brooms).
DAILY JOURNAL: What are the five steps to preparing wood for use in a project as discussed at the beginning of class?
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 5/1 (ALL)
MON 5/1 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
REMINDER: 3rd Project POP's are due on Thursday/Friday.
Students used the period to work on their personal project POP. If this was completed, students were allowed to go the shop and work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 4/27 (1st, 3rd); FRI 4/28 (6th)
THU 4/27 (1st, 3rd); FRI 4/28 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Students went out to the shop and gathered around a piece of equipment. Once there, Mr. K discussed the six things that a student must do to receive full credit for clean-up. Write these six things down in your journal. Be complete in your statements.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 4/25 (1st, 3rd); WED 4/26 (6th)
TUE 4/25 (1st, 3rd); WED 4/26 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: What did Mr. K show the class? What is this black item from, and when you find one, what should you do with it? It has to do with the clamps in the shop.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 4/24 (ALL)
MON 4/24 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Students used the period to work on their personal project POP. If this was completed, students were allowed to go the shop and work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 4/20 (1st, 3rd); FRI 4/21 (6th)
THU 4/20 (1st, 3rd); FRI 4/21 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Mr. K discussed the POP's required for the personal projects.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
Personal Project POP. Students must use this POP template when writing their POP's. To edit this file, you will need to select "Make a Copy" under the FILE menu. Students who are making more complicated tables for 200 points need to let Mr. K know so that he can put your score for the Table POP in for this score in Canvas.(DUE 5/4 for 1st and 3rd, 5/5 for 6th)
TUE 4/18 (1st, 3rd); WED 4/19 (6th)
TUE 4/18 (1st, 3rd); WED 4/19 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: CV will be hosting 7th grade students Monday through Thursday during the weeks of both May 8th and May 15th. These after school workshops comprise a program called Women of the Woods (WOW), running from 4 to 6 PM each day. This after-school experience targets students of genders who are underrepresented in workshop environments (although all genders are welcome to participate), and strives to give them a positive experience and encourage participation in workshop environments later on (and perhaps even as a career). Middle school students will be making cutting boards. Mr. K is in need of student volunteers who are willing to assist on any or all days of this experience. Each week is a different group of students (the first week from Cheldelin, the second week from Linus Pauling). Are you interested and able to help on some of these days? For those of you needing to satisfy outreach for your class (Woods 2, 3, and 4), this will satisfy that outreach requirement. In your journal today, indicate if you are interested in helping, and which days would work for you. In addition, place your full name in the appropriate cell(s) of this WOW Volunteer Sign-Up Sheet.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 4/17 (ALL)
MON 4/17 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Students used the period today to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 4/13 (1st, 3rd); FRI 4/14 (6th)
THU 4/13 (1st, 3rd); FRI 4/14 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: You know the projects you are required to have completed by the end of the semester. List each project and indicate if the project is complete. If it is not completed, indicate a range of dates between now and June during which you think you will be working on that project. For each, indicate the date at which you plan on having each project complete.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 4/11 (1st, 3rd); WED 4/12 (6th)
TUE 4/11 (1st, 3rd); WED 4/12 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: The large red Bessie parallel clamps are the best clamps in the shop.
Describe how to tighten one on a piece of wood. (To do this, you will first need to go out and actually do it).
And please explain, in terms of clamping, how these clamps are different (and better) than all the other clamps in the shop.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 4/10 (ALL)
MON 4/10 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Students used the period today to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 4/6 (1st, 3rd); FRI 4/7 (6th)
THU 4/6 (1st, 3rd); FRI 4/7 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Do the following:
Explain how the new Festool track saw clamps work with the tracks on the track saw.
Explain why these are being used now, and what must change when using these clamps (as compared to what we have been doing).
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 4/4 (1st, 3rd); WED 4/5 (6th)
TUE 4/4 (1st, 3rd); WED 4/5 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Indicate where the miter gauges for the three bandsaws are now located.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 4/3 (ALL)
MON 4/3 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
ANNOUNCEMENT: Effective today, students are no longer to help themselves to wood except that within the scrap bins. You must come see Mr. K to get more wood. Too much wood is being wasted. If you are given wood and mess up on cuts . . . you need to figure out how to change your project to accommodate for your mistake(s). This hopefully will force you to be more careful and thoughtful as you approach projects. Don't be afraid of making mistakes -- they always occur. However, the solution to a mistake should not simply be to go and get more wood.
Students used the period today to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 3/23 (1st, 3rd); FRI 3/24 (6th)
THU 3/23 (1st, 3rd); FRI 3/24 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: At this point, we are just over one third of the way through the semester. For this semester, you have three big projects to do (your box, a table, and one other project of your choice). Based upon time, you should be done with your box. If you are done with your box, indicate this in your journal. If you are not done with your box, in your journal indicate how many more periods you think you might need, and what you are planning to do to catch up on things so that you have all three projects finished by the end of the year.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 3/21 (1st, 3rd); WED 3/22 (6th)
TUE 3/21 (1st, 3rd); WED 3/22 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Answer these questions:
Where should off-cuts from wood you are using go if they are so long that they will stick out of the off-cut cubbies under the counter under the windows by more than 6"?
What species of wood have cubbies under the counter under the windows in the shop?
Where should fir off cuts shorter than 24" go?
ANNOUNCEMENTS regarding what to do with offcuts (wood that you don't use for your project from the board you cut for your material.
Any offcut that will stick out beyond six inches from the off-cut cubbies should be returned to the pile or rack from which the board was originally obtained.
Douglas fir offcuts longer than 24" should be returned to the pile from which the board was originally obtained. Offcuts 24" or shorter can be placed in the dimensioned lumber scrap cart.
Wood that is too small to be useful, is damaged, or small pieces in which the grain travels in the short dimension of the piece (pieces that are way too short to joint and plane) should be thrown away -- NOT PLACED IN OFFCUT STORAGE. The exception to this rule is black walnut and any exotic species -- we will keep all of these!
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 3/20 (ALL)
MON 3/20 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Students used the period today to work on their table POP's. This will be due next period.
ASSIGNED WORK:
ASSIGNED WORK:
Table POP. Students must use this POP template when writing their POP's. To edit this file, you will need to select "Make a Copy" under the FILE menu. (DUE 3/21 for 1st and 3rd, 3/22 for 6th)
THU 3/16 (1st, 3rd); FRI 3/17 (6th)
THU 3/16 (1st, 3rd); FRI 3/17 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Answer these questions:
What is different about the orange table saw blade (as compared to the other blades) besides the fact that it is orange?
When should you use this blade?
What are you using this blade for in the box project?
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 3/14 (1st, 3rd); WED 3/15 (6th)
TUE 3/14 (1st, 3rd); WED 3/15 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
Students used the period to work on semester projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 3/13 (ALL)
MON 3/13 (ALL)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal today.
TEST TODAY. Students completed a test covering material pertaining to wood identification, wood as a material, and measuring wood and wood quantities. Students were allowed to use any of the notes they took in class during the three lecture periods. Students could not simply print out and use Mr. K's lecture notes.
After the test, students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 3/9 (1st, 3rd); FRI 3/10 (6th)
THU 3/9 (1st, 3rd); FRI 3/10 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no daily journal.
Students participated in a Kahoots as review for the test. Students received a token score for quality participation.
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 3/7 (1st, 3rd); WED 3/8 (6th)
TUE 3/7 (1st, 3rd); WED 3/8 (6th)
OBJECTIVE: Students will understand how wood is measured, and how to determine and properly use the term "board-foot".
DAILY JOURNAL: There was no journal today.
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 used the rest of the period to first complete the Board Foot Calculation Worksheet.
ASSIGNED WORK:
ASSIGNED WORK:
Board Foot Calculation Worksheet Note: the answers are provided on the worksheet so that you might know you are doing calculations correctly. TO GET ANY CREDIT FOR THIS ASSIGNMENT, YOU MUST SHOW YOUR WORK JUST LIKE MR. K DEMONSTRATED IN CLASS. (DUE 3/9 for 1st & 3rd, 3/10 for 6th)
MON 3/6 (1st, 3rd); FRI 3/3 (6th)
MON 3/6 (1st, 3rd); FRI 3/3 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: There was no journal today. Instead, students completed a drawing of their proposed tables.
When finished with their initial box, students will make a table similar to the small table at the front of the classroom. Tables tops must be no larger than 24" x 24". Four aprons must be used between the legs. Aprons and legs must be joined together using dominos. Table top clips are to be employed to connect the top to the legs and aprons. Students are encouraged to do something on the top that takes their projects beyond average (inlay, using the Shaper Origin, inserting pieces of glass or tile, etc....) For this project, students must write their own POP which in turn must first be approved by the instructor. Students must use this POP template when writing their POP's. To edit this file, you will need to select "Make a Copy" under the FILE menu.
Yes, as the template says, a 3-view drawing is required. Usually you would start with this first before completing the rest of the POP.
This POP Grading Rubric will be used to grade this assignment.
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
POP for the Table (DUE: 3/21 for 1st & 3rd, 3/22 for 6th)
THU 3/2 (1st, 3rd); WED 3/1 (6th)
THU 3/2 (1st, 3rd); WED 3/1 (6th)
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
OBJECTIVE: Students will be able to identify the basic different wood types from one another, and will be able to identify wood species using common wood characteristics and physical properties.
DAILY JOURNAL: There was no journal today.
Mr. K 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.
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 2/27 (1st, 3rd); FRI 2/24 (6th)
MON 2/27 (1st, 3rd); FRI 2/24 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
OBJECTIVE: Students will expand their woodworking skills by working on semester projects.
DAILY JOURNAL: Not all boards are equal. Wood is obviously milled from a log, and as you learned last week, where a board was originally located in the log can impact how stable that board will be as moisture levels change and the board shrinks or expands.
Which boards are more stable: quarter sawn or plane (flat) sawn?
How can you tell the difference between the two as you look at a board?
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 2/21 (1st, 3rd); WED 2/22 (6th)
TUE 2/21 (1st, 3rd); WED 2/22 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
DAILY JOURNAL: Answer the following questions:
Explain the difference between sapwood and heartwood.
Explain what springwood and summerwood are in a tree, and why the two often have difference appearance and properties.
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 2/16 (1st, 3rd); FRI 2/17 (6th)
THU 2/16 (1st, 3rd); FRI 2/17 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
DAILY JOURNAL: After watching Mr. K's demonstration, describe how a single board can be used to create the four sides of a box such that the wood grain is continuous all the way around the box.
Students used the rest of the period to work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 2/14 (1st, 3rd); WED 2/15 (6th)
TUE 2/14 (1st, 3rd); WED 2/15 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
DAILY JOURNAL: Answer these questions:
What are checks and shakes in wood?
What is the difference between a check and a shake?
What causes them?
Students used the rest of the period to work on the Joinery Practice Assignment and or start work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY 2/13 (ALL)
MONDAY 2/13 (ALL)
OBJECTIVE: Students will understand the nature of how wood grows, and its impact upon flaws found in wood.
Wood as a material, and how wood grows in a tree was discussed. The way wood grows in a tree determines the quality of the lumber we obtain from the tree. Typical flaws found in wood were discussed. Students were asked to take notes. Any hand-written notes can be used on the eventual quiz on these topics.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 2/9 (1st, 3rd); FRI 2/10 (6th)
THU 2/9 (1st, 3rd); FRI 2/10 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
ANNOUNCEMENT: Clean-up assignments (linked at the top of this page) have changed to reflect students' changing schedules.
DAILY JOURNAL: Determine your new clean-up assignment. Several people have multiple jobs so look at the list thoroughly. Write a couple sentences detailing what your responsibilities are at the end of each period.
Students used the rest of the period to work on the Joinery Practice Assignment and or start work on their Initial Box Project.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 2/7 (1st, 3rd); WED 2/8 (6th)
TUE 2/7 (1st, 3rd); WED 2/8 (6th)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
DAILY JOURNAL: Answer these questions with reference to the DF500 Domino Joiner:
One of the adjustments is the width of the slot the joiner cuts for the dominos. There are three settings -- tight, loose, and more loose. Explain when and why you would use each of these.
What must you do on the DF500 in order to adjust this setting? And you cannot make this adjustment at any time either. What must be true?
Items that must be finished for this semester:
An Initial Box (Initial Box Project POP. Initial Box Project Drawing). This will be worth 100 points.
A small end table, no higher than 24", and no bigger than 18" x 18". Dominos will be used to attach aprons to legs. Table clips will be used to attach the top to the legs. You will be required to create both a POP and a drawing. This will be worth 100 points.
All smaller lab exercises and assigned homework.
A third project of your choice. You will be required to create both a POP and a drawing. This will be worth 100 points.
When all these are completed, students are encouraged to finish any projects from the first semester that were not completed.
When the time comes, students are encouraged to look at the Woodworking Project Examples Website (you must be logged into your school Google Account to access this website) to identify their third project for this semester. While this website categorizes projects by point value, the teacher and student will work together to determine the number of points to be awarded. Generally, all 100-point projects can be made more complex, while aspects of larger projects on this website can be simplified.
Students used the rest of the period to work on the Joinery Practice Assignment.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY 2/6 (ALL)
MONDAY 2/6 (ALL)
OBJECTIVE: Students will learn some joinery options when needing to connect one piece of wood to another.
One of the first tasks this semester is to become familiar with joinery methods. Three such methods are the use of dowels, pocket-hole screws, and dominos. Biscuits are another option, but the other three methods are preferred for a variety of reasons.
To maximize your shop time during class, it is strongly recommended that you complete the Introduction to the DF500 Domino Joiner Assignment posted as homework BEFORE the next class period. Then you can just go to the shop and use the domino joiner.
Students will be working to complete this Joinery Practice Assignment for the first few days of the semester.
ASSIGNED WORK:
ASSIGNED WORK:
Introduction to the DF500 Domino Joiner Assignment This assignment is necessary before you do the domino joint for the Joinery Practice Assignment. Sorry -- there is just too much to know and retain by simply watching a video. (DUE: 2/7 for 1st & 3rd, 2/8 for 6th)
Joinery Practice Assignment (DUE: 2/14 for 1st & 3rd, 2/15 for 6th)
MON 1/30 (6th); TUE 1/31 (1st, 3rd)
MON 1/30 (6th); TUE 1/31 (1st, 3rd)
OBJECTIVE: Students will learn some aspects of shop maintenance.
Students were given assignments associated with shop cleaning and maintenance so that it is ready to use next semester. Students can find their assigned tasks here: End-Of-Semester Clean-Up Assignments.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 1/26 (1st, 3rd); FRI 1/27 (6th)
THU 1/26 (1st, 3rd); FRI 1/27 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
CVHS Trade Fair Write-Up (DUE: 1/30 for 6th, 1/31 for 1st & 3rd) If absent (excused) on 1/27, please do #2a, c, d, e, and f by looking into three companies or trades in an online fashion. Indicate this is what you had to do on the document you turn in.
TUE 1/24 (1st, 3rd); WED 1/25 (6th)
TUE 1/24 (1st, 3rd); WED 1/25 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 1/23 (ALL)
MONDAY, 1/23 (ALL)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 1/19 (1st, 3rd); FRI 1/20 (6th)
THU 1/19 (1st, 3rd); FRI 1/20 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 1/17 (1st, 3rd); WED 1/18 (6th)
TUE 1/17 (1st, 3rd); WED 1/18 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
ANNOUNCMENT: Students wishing to submit something to the CV talent show on 1/20 must have the item in the classroom, F112, on the appropriate cart, by 2:00 PM on 1/20. The item should be labelled with the student's name and period using a blue piece of tape. Items will be returned to the room the following week for student pick-up.
ANNOUNCMENT: During the next advisor period (on 1/27), students will be required to attend the CVHS Trade Fair that will be held in the cafeteria. After checking in with their advisors, they are to go to the cafeteria and interact with visiting employers. Students will have a brief written assignment to complete and are to check in with their instructor at the fair for attendance purposes. Participation is mandatory unless you are not at school, in which case you are to follow-up with the instructor.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 1/12 (1st, 3rd); FRI 1/13 (6th)
THU 1/12 (1st, 3rd); FRI 1/13 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 1/10 (1st, 3rd); WED 1/11 (6th)
TUE 1/10 (1st, 3rd); WED 1/11 (6th)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
Mr. K used the hardcopy of the student's Timeline and checked in with stduents on progress while, students went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 1/9 (ALL)
MONDAY, 1/9 (ALL)
OBJECTIVE: Students will utilize shop equipment to expand their woodworking skills.
OBJECTIVE: Students will understand how to use the wood lathes.
DAILY JOURNAL: For the rest of the semester (through 1/31) there will be no journal entry required. Instead, students will be checking in with the teacher at the beginning of each period to discuss their end-of-the-semester timeline (see below).
- End of Semester Timeline
By the end of the semester each student must have completed:
All assignments that have been assigned, the First Cuts Project, and a Push Stick.
A pair of Corn-Hole Boards.
A Long-Grain Cutting Board.
A Turned Bowl.
When finished with the above, the completion of the work agreed upon between you and your teacher on your Timeline that you complete today (see below). This final work can come in the form of either a project you select yourself, something Mr. K or the school needs done, or the first second-semester project (Initial Box Project POP. Initial Box Project Drawing). You must be doing woodworking during the remainder of this semester in some fashion, and you will receive a grade for this work.
Complete this Timeline Template (you will be given a score for doing this):
Select MAKE A COPY from the FILE menu in order to edit it.
When finished filling in the 2nd column only, have Mr. K check and approve it BEFORE printing it.
Print it and turn it into the INBOX. Mr. K will keep these.
TIMELINES WILL RECEIVE A GRADE AT THE END OF THE SEMESTER BASED UPON THE PRESENCE OR ABSENCE OF TEACHER INITIALS EVERY DAY.
Mr. K is deciding whether or not to build a second tiny home next semester. Interested? Your work on this would be in place of normal class projects until the tiny home is complete. Complete this Tiny Home Interest Survey.
When the hardcopy of the Timeline/Contract has been turned in to Mr. K and the tiny home survey is completed, students then went to the shop to continue to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
End-of-Semester Timeline Hard Copy -- printed and turned in to Mr. K (DUE TODAY, handed to Mr. K)
Tiny Home Survey Completed (link is to the left) (DUE TODAY)
THU 12/22 (1st, 3rd); WED 12/21 (6th)
THU 12/22 (1st, 3rd); WED 12/21 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Answer the following questions:
At the end of each period, table saw blades should be in what position?
At the end of each period, should table saws be powered on or off?
At the end of each period, what position should the doors to the floor pick-ups for the dust collection system be in, and EXPLAIN WHY.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 12/20 (1st, 3rd); MON 12/19 (6th)
TUE 12/20 (1st, 3rd); MON 12/19 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: What does the warning sign say near the on button of the blue Format-4 jointer/planer? Why does warning exist? What will happen if the user does not heed the warning?
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 12/15 (1st, 3rd); FRI 12/16 (6th)
THU 12/15 (1st, 3rd); FRI 12/16 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
The CV Talent Show is on January 20th. There is a static art show at intermission in which the audience looks at and judges submittals. Are you interested in submitting something you have made this year (either your cutting board or bowl). Mr. K will award 10 points of extra credit if you submit a project. These are the conditions:
The project must be of high quality.
The project must be unique in some way.
The project must be in Mr. K's room by 2 PM on 1/20/23 so that the people running the talent show can pick it up.
Your project will be returned to you.
DAILY JOURNAL: Are you planning to submit something to the talent show? If so, what do you intend to submit? Explain why you believe your submittal is of high quality and what makes it stand out from similar projects completed by your peers.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 12/13 (1st, 3rd); WED 12/14 (6th)
TUE 12/13 (1st, 3rd); WED 12/14 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: What is Jason Hibbs really trying to tell his viewers in his 10 Tips That Will Change Your Life video? Look at the full video title when watching the video.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 12/12 (ALL)
MONDAY, 12/12 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: There is no journal today so students can use the period in the shop.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 12/8 (1st, 3rd); FRI 12/9 (6th)
THU 12/8 (1st, 3rd); FRI 12/9 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
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:
What is more important in turning objects, strength or technique? Explain.
What did Ashley finally do that allowed her to get truly good at turning bowls?
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.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 12/6 (1st, 3rd); WED 12/7 (6th)
TUE 12/6 (1st, 3rd); WED 12/7 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Students were shown this video: Wood Turning An Inside-Out Ornament. (Your instructor understands that not everyone celebrates the same winter holidays and is not showing this video in preference of one over any other. However, what is shown here can be easily adapted to make a variety of very creative things.) Even though some students haven't used the lathe yet, this still can give studnets some ideas for future projects. When the video was finished, students answered these questions:
What do you believe would be the most difficult step in the process you watched?
Is this something you might like to try or attempt?
List three things that could be changed from what you saw that would alter the end product.
Mr. K ran through the lathes briefly with the next group of students who are scheduled to start using the lathes next class period in 1st and 3rd Periods.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 12/5 (ALL)
MONDAY, 12/5 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: There is no journal today so students can use the period in the shop.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 12/1 (1st, 3rd); FRI 12/2 (6th)
THU 12/1 (1st, 3rd); FRI 12/2 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Including today, there are 13 long class periods, and four All days left in this semester to finish your corn-hole boards, a cutting board, and a turned bowl. By now, your corn-hole boards should be completed. If that is true, you shouldn't have a problem getting the other two large projects done in the time remaining. However, if that isn't true, you need to start being concerned about getting things done by the end of the semester. It is difficult to pass the class if the large projects are not completed.
If you are done with your corn-hole board, simply indicate this in your journal and get to work.
If you are not done with your corn-hold board, indicate what you plan to work on for each of your 13 full periods. Remember, you are already scheduled on the lathe so take this into account. If you hope to come in outside of class, that is fine, but indicate when, in your journal, and then come let Mr. K know in person so that times can be arranged.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 11/29 (1st, 3rd); WED 11/30 (6th)
TUE 11/29 (1st, 3rd); WED 11/30 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Students watched this Video On Breadboard Ends. This, or a similar technique, is essential when gluing panels up in a cross-grain fashion. According to the video:
What factor causes wood to move as described in the video?
What would happen if glue were placed along the entire length of the board rather than just the middle third?
Why do you think people often will put breadboard ends on panels that have been laminated together? (Here, there isn't a correct answer Mr. K is looking for -- he wants to know what you personally think. Please put some thought into your response, and consider aesthetics, but don't just say it looks better. State specifically why, if that is what you are going to say.
Students used the period to work on projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 11/28 (ALL)
MONDAY, 11/28 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
There is a new link at the top of this calendar -- a Lathe Queue. Since we only have six lathes, and people usually take several days on a lathe to complete a project, lathe time for the rest of this semester has been scheduled on these queues. Everyone will be turning a bowl. So, click on this link and open the tab for your class to find out when you are slated for lathe time. Things to note:
There is no safety test for the lathes, but there is a lengthy video Mr. K has put together on the safety website that will tell you everything you need to know.
Mr. K will try and give students who are starting work on a lathe a brief summary / introduction to safely using the lathe on the class period immediately prior to their first assigned day.
It is up to you to have a glued bowl blank dried and ready to turn come your first day.
If you are unexpectedly sick, Mr. K will try his best to find someone else who is ready to use the lathe and reschedule you. Unfortunately, this isn't always possible and you might need to simply findanother time to come in and make the time up if needed just as you need to make up things for other classes when classes are missed.
You may trade days with other students if it is mutually agreed to.
You may use tools from other lathes during class. Just make sure all tools are back where they belong at the end of class. Additionally, Mr. K has additional roughing (square) and fine (round) carbide tools he can get out as needed. At any given time, there are only three of each out.
At the end of class, clean up the lathe you are using during class. They do tend to be a mess and users need to help those assigned lathe clean-up.
DAILY JOURNAL: Answer the following questions:
When are your assigned days for the lathes?
What color lathe are you assigned to?
Do you know of anything at the moment (planned trip, appointment, etc...) that would cause you to miss your assigned day? If so, respond on your journal AND GO TELL MR. K SO HE CAN MAKE ADJUSTMENTS TO THE SCHEDULE NOW.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUESDAY, 11/22 (ALL)
TUESDAY, 11/22 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: No journal entry required today.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 11/21/22 (ALL)
MONDAY, 11/21/22 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: No journal entry required today.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 11/17 (1st, 3rd); FRI 11/18 (6th)
THU 11/17 (1st, 3rd); FRI 11/18 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: On Tuesday, 11/22 during both 2nd and 4th Period, Jason Hibbs, owner of Bourbon Moth Woodworking, will be here to share his experiences in school, how and why he became a woodworker, and how he is currently engaged in doing woodworking online. Do you have either 2nd or 4th Periods off? Are you willing to attend? In the past, students have been very impressed with what they hear from Mr. Hibbs (and this isn't just Mr. K trying to talk him up here -- this will be really, really good -- he is not just your typical woodworker (or person)). Besides indicating so in your journal, go let Mr. K know you want to attend after submitting your journal for the day.
Students used the rest of the period to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 11/15 (1st, 3rd); WED 11/16 (6th)
TUE 11/15 (1st, 3rd); WED 11/16 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
For most people, the next project after the long-grain cutting boards will require the use of the wood lathes. Since we only have six lathes, we need to get people on them soon so everyone has an opportunity on them. So that people are ready when a lathe is available, all students are asked, as soon as they are done with the Corn Hole Board Project, to complete through Step #6 on this Turned Bowl POP. Students who have already started their cutting boards are asked to stop their cutting board project and work on their bowl blanks so they are ready to work on the lathes when their time comes.
The project following the bowl will be this: Initial Box Project POP. Initial Box Project Drawing. Students wishing to do something other this box must first get their idea approved by the instructor (it must have comparable woodworking), and then write a complete POP using this POP template.
DAILY JOURNAL: The first main project of the year was of course your Corn Hole Board Project. The second is a long-grain cutting board. According to today's calendar,
What is the third project?
What Step # must you complete on this third project BEFORE continuing work on your cutting board project?
What project will follow the third project?
The quicker students get projects done, the more time students will have to work on their own project ideas later in the year.
Students used the rest of the period to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 11/14 (ALL)
MONDAY, 11/14 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: No journal entry required today.
Students used the short period to work in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
WED 11/9 (6th); THU 11/10 (1st, 3rd)
WED 11/9 (6th); THU 11/10 (1st, 3rd)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Answer the following questions with respect to glued laminations (discussed in class last period):
What type of glue do you want to use with your cutting boards? Why?
What is the purpose for using stand-offs (the t-shaped boards)?
What are cauls (the boards with tape on one side) used for?
Why must you clamp the cauls so the clamp is clamping over the wood being glued? Why can't you just put the clamps on the cauls at the ends of the cauls?
Explain how you determine how many clamps you need to use on the pieces that are actually being glued.
Students used the rest of the period to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MON 11/7 (6th); TUE 11/8 (1st, 3rd)
MON 11/7 (6th); TUE 11/8 (1st, 3rd)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: No journal entry for today -- instead, Mr. K showed students how to go about gluing up wood laminations (such as a cutting board).
If gone today, these Instructions for Glued Laminations should be read before next period.
Students used the rest of the period to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 11/3 (1st, 3rd); FRI 11/4 (6th)
THU 11/3 (1st, 3rd); FRI 11/4 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
ANNOUNCEMENT: As of today, any student who has not completed safety testing and corrections through the table saw, the last piece of equipment that has been assigned, must complete these BEFORE GOING TO THE SHOP.
SAFETY SCORE: New this year, students will receive a safety score roughly every 10 class periods. While working in the shop, each time the instructor observes a student using a machine improperly or in an unsafe manner (or in conflict to the safety guidelines provided by the instructor), the student will loose a point. 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: Fully describe how the safety test score works in your journal. DO NOT COPY AND PASTE. Use your own words and show your own understanding.
Students used the rest of the period to work on their projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 11/1 (1st, 3rd); WED 11/2 (6th)
TUE 11/1 (1st, 3rd); WED 11/2 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
Students who had not completed the table saw safety test took the test in class today.
DAILY JOURNAL: No journal entry for today -- students completed the table saw test.
Students used the rest of the period to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/31 (ALL)
MONDAY, 10/31 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: No journal entry required today.
Mr. K demonstrated the use of the table saw today. Students could take notes during the demonstration and will be able to use them on the table saw test next period.
Students having completed these tests will be allowed to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
Watch the Table Saw Safety Video on the CV Safety Website, then complete the Table Saw Safety Test, and corrections if needed (DUE 11/1 for 1st & 3rd, 11/2 for 6th)
TUE 10/25 (1st, 3rd); WED 10/26 (6th)
TUE 10/25 (1st, 3rd); WED 10/26 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
Students who had not completed the jointer and planer safety tests took both tests in class today.
DAILY JOURNAL: No journal entry for today -- students completed the jointer and planer tests.
Students used the rest of the period to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/24 (ALL)
MONDAY, 10/24 (ALL)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Simply place today's date in your journal, and put "no journal required".
Students who have not completed the safety tests for the jointer and planer spent the period with Mr. K discussing these pieces of equipment. Students will be taking the safety tests during the next class period. Students are encouraged to watch the safety videos as necessary to prepare for the tests as necessary.
Students having completed these tests will be allowed to work on their projects in the shop.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 10/20 (1st, 3rd); FRI 10/21 (6th)
THU 10/20 (1st, 3rd); FRI 10/21 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
ANNOUNCEMENT: As of today, any student who has not completed safety testing and corrections through the chop saw, the last piece of equipment that has been assigned, must complete these BEFORE GOING TO THE SHOP. These can and should have been completed by now, preferably outside of class. Now, you will have to sacrifice shop time to get these done at the cost of time to work on projects.
ANNOUNCEMENT: Students who have not watch the safety videos and completed the jointer and planer safety tests by Monday (these are being assigned today since some students are ready to start the cutting board project) will watch Mr. Kirsch discuss these pieces of equipment on Monday. Students with these tests done will be allowed to work on projects on Monday.
DAILY JOURNAL: Answer these questions:
For your cutting board project, what is the minimum number of pieces of wood that must be used?
Why don't you want to glue two pieces of wood together when the grain in the two pieces are not going in the same direction? Be specific.
Have you completed your cutting board drawing and turned it in? If not, when are you going to complete it so that you can turn it in at the beginning of the period on Monday?
Students used the rest of the period to work on their Corn Hole Board Projects.
ASSIGNED WORK:
ASSIGNED WORK:
Watch the Jointer Safety Video on the CV Safety Website, then complete the Jointer Safety Test, and corrections if needed (DUE 10/25 for 1st & 3rd, 10/26 for 6th)
Watch the Planer Safety Video on the CV Safety Website, then complete the Planer Safety Test, and corrections if needed (DUE 10/25 for 1st & 3rd, 10/26 for 6th)
TUE 10/18 (1st, 3rd); WED 10/19 (6th)
TUE 10/18 (1st, 3rd); WED 10/19 (6th)
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.
When designing a cutting board, one wants to be sure that grain is all going in the same direction, and that you are not trying to glue end-grain to 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 even the cross grain will want to move, while the long grain will not. Additionally, end-grain-to-end-grain joints are notoriously weak joints because the wood grain tends to absorb the glue from the joint, making it a weak 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,
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.
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 Corn Hole Board Projects.
ASSIGNED WORK:
ASSIGNED WORK:
Cutting Board Drawing -- students should produce a drawing (DUE 10/24 at the beginning of class)
with three aligned views and complying with the dimensioning standards previously discussed in class.
Their cutting board must be no bigger than 16" x 12" x 3/4", and must have at least four pieces of wood.
Drawings should indicate the species of each piece of wood on their drawing (cherry, black walnut, eastern maple, or white oak).
With a double-headed arrow on each piece of wood, the direction of wood grain should be shown.
MONDAY, 10/17 (ALL)
MONDAY, 10/17 (ALL)
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: Simply place today's date in your journal, and put "no journal required".
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.
Students watched the following two videos. While watching the second video, students added dimensions to the drawing they had started last week.
Dimensioning the First Orthographic Drawing Video . Hint: while watching this video, add proper dimensions to your orthographic drawing you created last Monday.
ASSIGNED WORK:
ASSIGNED WORK:
Dimensioning the First Orthographic Drawing (DUE TODAY, after we add dimensions on it during class) This assignment was completed in class. The drawing you made last Monday was returned to you and each student added appropriate dimensions to their orthographic drawings.
THU 10/13 (1st, 3rd); FRI 10/14 (6th)
THU 10/13 (1st, 3rd); FRI 10/14 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: Mr. K is concerned about student understanding of orthographic projections so . . . do the following:
Open this Missing Line Worksheet #2.
Use the snipping tool (by holding down the WINDOWS, SHIFT, and S keys) and copy #1 and #2 from this sheet into the clipboard of the computer.
Go to your journal document. Under the INSERT menu, insert a Drawing. A blank drawing window will pop open.
Press CONTROL and V to paste your screen shot of #1 and #2 from the worksheet into your drawing.
Add either solid or dashed lines as necessary for any views that are missing lines. Make these lines red so they are easy to see.
Do what it takes to make sure you get this right. Ask for help as needed.
When done, ask Mr. K to check your work.
Click on SAVE AND CLOSE on the drawing, and the drawing and your work will be inserted into your journal.
Students used the rest of the period to work on their Corn Hole Board Projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 10/11 (1st, 3rd); WED 10/12 (6th)
TUE 10/11 (1st, 3rd); WED 10/12 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
Questions were answered regarding the Missing Lines Worksheet #1. These were collected from students at the start of class.
This year, whenever submitting a project for grading, each student is to first completely fill out this Project Grade Sheet. There will generally be hard copies of this document available in the classroom near the turn-in boxes. 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 and your physical project are given to your teacher.
DAILY JOURNAL: Answer the following questions in your journal after reading the Project Grade Sheet linked below:
Are all the criteria listed on the Project Grade Sheet strictly based on skill at woodworking? Explain thoroughly.
What is on the back of the Project Grade Sheet?
Who places scores on the Project Grade Sheet?
Students used the rest of the period to work on their Corn Hole Board Projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/10 (ALL)
MONDAY, 10/10 (ALL)
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: Simply place today's date in your journal, and put "no journal required".
One of the biggest challenges for many beginning woodworkers is knowing how to communicate and interpret the physical details and features for items to be made. Technical communication is different than other forms of communication. Specifically, details matter, and clarity is critical. One of the easiest ways to accomplish both is through the use of drawings. Drawings of 3D objects are made in a consistent fashion so that everyone readily understands what is being communicated. The predominant manner in which 3D objects are shown on 2D drawings is through the use of orthographic projections.
Students were shown how to draw an orthographic drawing of a 3D object. Mr. K demonstrated the technique on the board. 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 a subsequent 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 the 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.
Students use the remainder of the period to complete the Missing Lines Worksheet #1.
ASSIGNED WORK:
ASSIGNED WORK:
First Orthographic Drawing Assignment (DUE TODAY)
Missing Lines Worksheet #1. A hard copy was provided in class. However, students wishing (or needing) to complete this electronically can click on the link, go to the FILE menu and select MAKE A COPY to create a version of the file you can edit. Use the line tool to add all missing object (solid) and hidden (dashed) lines that are not shown in the front, top, or right side views. The 3D views are not missing any lines. If completed electronically, submit this file to Canvas. (DUE 10/11 for 1st & 3rd, 10/12 for 6th, at the beginning of class).
THU 10/6 (1st, 3rd); FRI 10/7 (6th)
THU 10/6 (1st, 3rd); FRI 10/7 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
Starting today, students have been assigned specific clean-up tasks. During clean-up at the end of each period, students are expected to first complete their tasks as soon as possible (floor brooms cannot sweep before hand brooms are finished brushing off equipment and tables). When finished with their own task, students are to assist someone else and or sweep. Everyone stays working the entire time until Mr. K indicates clean-up is finished at the end of the period. Students receive points each day based on whether their assigned area is cleaned, and whether they stayed busy the entire time during clean-up.
DAILY JOURNAL: Find your clean-up tasks (linked at the top of this calendar page so it is always easy to find). Write out your complete clean-up task(s). Do not just write "band saws".
At this point, students should be working on their Corn Hole Board Projects, and that is what the rest of the period was used for.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 10/4 (1st, 3rd); WED 10/5 (6th)
TUE 10/4 (1st, 3rd); WED 10/5 (6th)
OBJECTIVE: Students will master the basic use of many of the machines in the shop by completing their first projects.
DAILY JOURNAL: For today's journal:
If you have used the track saw to obtain your wood for your corn-hole boards, answer these questions:
How do you line the track up on the board to get a proper cut?
Why must you wait until the saw is at full speed before engaging the saw with the wood?
What side of the plywood (the better, or worst side) should be face down and why?
If you have not yet used a track saw, find someone in the classroom who has. Put their name down in your journal, and ask them for answers to the above questions (which you will also write down in your journal. ALSO: THIS PERSON WILL HELP YOU WHEN YOU GO AND ACTUALLY CUT YOUR WOOD.
At this point, students should be working on their Corn Hole Board Projects, and that is what the rest of the period was used for.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 10/3 (ALL)
MONDAY, 10/3 (ALL)
OBJECTIVE: Students will learn Adobe Illustrator to the point where they are able to produce files that can be laser engraved, CNC-routed with the Shaper Origins, and UV printed.
DAILY JOURNAL: Simply place today's date in your journal, and put "no journal required".
Mr. K demonstrated how to use Adobe Illustrator to prepare files. At the end of the period all students were able to:
Create and resize artboards.
Make basic shapes and adjust the color and stroke (borders) of those shapes.
Add text.
Import images and edit them.
Save their files to their Google Drives.
By the end of the period, students had the beginning of a file that will be used to laser engrave their corn-hole boards.
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.
The Laser Engraver Page of the CV Safety Website has four videos that demonstrate the use of tools using Adobe Illustrator (look below "For Students / Users").
ASSIGNED WORK:
ASSIGNED WORK:
n/a
THU 9/29 (1st, 3rd); FRI 9/30 (6th)
THU 9/29 (1st, 3rd); FRI 9/30 (6th)
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 expand their understanding of shop equipment by making a push stick for shop use for the year.
Students were shown the Festool finish sanders and how they should be used. If gone, you can find information about these sanders on the Finish Sander Safety Page. Following this, students answered their journal questions.
DAILY JOURNAL: Respond to these questions:
How many different TYPES of Festool finish sanders does the school have, and what is the primary difference between them?
Why do we want to try and keep the same grit of sand paper on a given sander? What is the advantage of doing this?
When using the new sanders, the vacuum should be set to which setting, Manual or Auto, and why?
Students finished their Push Sticks and began or continued work on their Corn Hole Board Projects.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 9/27 (1st, 3rd); WED 9/28 (6th)
TUE 9/27 (1st, 3rd); WED 9/28 (6th)
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 expand their understanding of shop equipment by making a push stick for shop use for the year.
DAILY JOURNAL: The plywood that will be used for the Corn Hole Boards (and most of the push sticks) is CDX plywood. Explain what each letter in this designation means.
Students continued to work on the Push Stick project and all the related safety training.
When finished with their Push Stick, students can begin work on the Corn Hole Board Project. Either print a hard copy of the plan of procedure (POP) or obtain one from Mr. K before getting started.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
MONDAY, 9/26 (ALL)
MONDAY, 9/26 (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.
OBJECTIVE: Students will expand their understanding of shop equipment by making a push stick for shop use for the year.
ANNOUNCEMENT: Daily journals were graded this weekend. Reminders moving forward:
Entries should all have the day's date.
You are resubmitting the same document each day to the Canvas journal assignment (now Journal #2).
Responses should be stand-alone so a reader knows what was being asked as well. This can be incorporated within your response. You do not necessarily have to write out the entire question(s) each day.
When you are absent . . . you still must complete them as soon as you can.
DAILY JOURNAL: Look at your current grade in the class. In your journal, list everything that is currently marked as "missing". For each missing assignment, indicate in your journal what your plan is for completing the item and the date by which it will be completed. When finished, have Mr. K come look at your plan BEFORE you submit it to Canvas.
Given the short period, students did not go to the shop today. Instead, students were to work on the following in this order:
Complete missing work.
Complete the Router Safety Video and Test (DUE TODAY).
Complete the Chop Saw Safety Video and Test (needed for the Corn Hole Board Project).
Watch the safety video for the track saw. (There is no test for this, but it will be used on the Corn Hole Board Project.
ASSIGNED WORK:
ASSIGNED WORK:
Corn Hole Board Project (DUE 10/27 for 1st & 3rd, 10/28 for 6th)
Watch the Chop Saw Safety Video on the CV Safety Website, then complete the Chop Saw Safety Test, and corrections if needed (DUE 9/29 for 1st & 3rd, 9/30 for 6th)
THU 9/22 (1st, 3rd); FRI 9/23 (6th)
THU 9/22 (1st, 3rd); FRI 9/23 (6th)
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 expand their understanding of shop equipment by making a push stick for shop use for the year.
DAILY JOURNAL: If you use a classroom set of headphones for the computers, where should they be when the bell rings at the end of the period?
Students were shown how to use the jigsaw, as well as where the table routers are located.
Students worked on their push sticks.
ASSIGNED WORK:
ASSIGNED WORK:
n/a
TUE 9/20 (1st, 3rd); WED 9/21 (6th)
TUE 9/20 (1st, 3rd); WED 9/21 (6th)
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 expand their understanding of shop equipment by making a push stick for shop use for the year.
DAILY JOURNAL: Read the Push Stick Assignment. In your journal, indicate which edges of the push stick DO NOT get routed and rounded over, and indicate why.
When finished with the First Cuts Project and the associated safety test and corrections, students should begin working on learning the router. When finished with safety testing, they can start the Push Stick Project.
ASSIGNED WORK:
ASSIGNED WORK:
First, watch the Router Safety Video on the CV Safety Website, then complete the Router Safety Test, and corrections if needed (DUE 9/26 for All)
Push Stick Project (DUE 10/6 for 1st & 3rd, 10/7 for 6th)
MONDAY, 9/19 (ALL)
MONDAY, 9/19 (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: How are you doing on the First Cuts Project? Indicate here your status on the first four safety tests and the First Cuts Project. Will you have these, and any safety corrections, done by this Friday by working in class? If not, what will you do to catch up?
Students continued to work on the First Cuts project and all the related safety training.
ASSIGNED WORK:
ASSIGNED WORK:
First, watch the Drill Press Safety Video on the CV Safety Website, then complete the Drill Press Safety Test, and corrections if needed (DUE 9/22 for 1st & 3rd, 9/23 for 6th)
THU 9/15 (1st, 3rd); FRI 9/16 (6th)
THU 9/15 (1st, 3rd); FRI 9/16 (6th)
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: No entry required today.
ANNOUNCEMENTS: You MUST watch the safety videos for each piece of equipment in Woods 1. Do not simply go to the test and take it. Also, it is preferred you complete the tests in the order listed on the website.
Students continued to work on the First Cuts project and all the related safety training.
ASSIGNED WORK:
ASSIGNED WORK:
First, watch the Scroll Saw Safety Video on the CV Safety Website, then complete the Scroll Saw Safety Test, and corrections if needed (DUE 9/22 for 1st & 3rd, 9/23 for 6th)
First, watch the Stationary Sander Safety Video on the CV Safety Website, then complete the Stationary Sander Safety Test, and corrections if needed (DUE 9/22 for 1st & 3rd, 9/23 for 6th)
TUE 9/13 (1st, 3rd); WED 9/14 (6th)
TUE 9/13 (1st, 3rd); WED 9/14 (6th)
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.
SAFETY TESTING: New this year, safety testing will be completed largely in an autonomous mode. The basic procedure will look like this:
Student watches the provided video and/or reads the printed guidelines provided on the CV Safety Website for the equipment in question.
Student asks the instructor any clarifying questions. At times, some test cuts on the equipment may be performed with the instructor present BEFORE the safety test is completed.
The student will complete the online safety test in Canvas.
After the test is submitted on Canvas, students must complete test corrections, providing stand-alone statements that indicate the key concepts for any question improperly answered on the test. A hardcopy of these safety test corrections must be turned into the turn-in basket in the room.
Videos and printed resources (but no other student or individual) can be used by the student to complete the online tests.
Students are encouraged to complete some of this work and safety testing at home or outside of class so that they may start work in the shop sooner.
SAFETY SCORE: New this year, students will receive a safety score roughly every 10 class periods. While working in the shop, each time the instructor observes a student using a machine improperly or in an unsafe manner (or in conflict to the safety guidelines provided by the instructor), the student will loose a point. 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: What do you need to do when you miss a question on a safety test before you are approved to go to the shop or use the piece of equipment in question?
The First Cuts project was introduced (listed to the right). To complete this, students are to . . .
Review the printed guidelines and watch the safety video for one of the following (band saws, scroll saws, drill presses, and stationary floor sanders) located on the CV safety website.
After reviewing the video and safety guidelines, you may go and perform the tasks on the First Cuts assignment associated with the piece of equipment that was used.
Complete the test for that piece of equipment on Canvas.
Move on to the next piece of equipment.
ASSIGNED WORK:
ASSIGNED WORK:
The First Cuts Project (DUE 9/22 for 1st & 3rd, 9/23 for 6th)
First, watch the Band Saw Safety Video on the CV Safety Website, then complete the Band Saw Safety Test, and test corrections (DUE 9/22 for 1st & 3rd, 9/23 for 6th)
MONDAY, 9/12 (ALL)
MONDAY, 9/12 (ALL)
OBJECTIVE: Students will be able to read a tape measure and ruler to the nearest 1/32 of an inch.
DAILY JOURNAL: There was no daily journal today.
Students completed the Reading a Tape Measure Assignment linked to the right. Follow the directions on the assignment. The notes referenced in the assignment are here: How to Read an Empirical Tape Measure -- Notes.
While students worked on this assignment, instructors visited with every student who had not completed any of the assignments from yesterday. As needed, instructors helped troubleshoot technology issues.
ASSIGNED WORK:
ASSIGNED WORK:
Reading a Tape Measure Assignment (DUE 9/13 (for 1st and 3rd), 9/14 (for 6th) by the beginning of class; turned in on Canvas)
THU 9/8 (1st, 3rd); FRI 9/9 (6th)
THU 9/8 (1st, 3rd); FRI 9/9 (6th)
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.
DAILY JOURNAL: Students were directed to open up a blank Google Doc, and then save it as their Woodworking Daily Journal. Starting today, the daily routine to start each class should look like this:
Go to your locker (these were assigned today).
Remove your safety glasses.
Place your phone into your locker (if you don't have a phone, come get a NO-PHONE token from Mr. K). Mr. K will be taking attendance based on phones / tokens within the lockers.
Open your Woodworking Daily Journal document and add a heading with today's date below previous entries.
Navigate to this web page. Under DAILY JOURNAL, complete what is requested of you, adding it to your single document that is your Woodworking Daily Journal.
When finished, submit your revised document to the Canvas assignment (yes, you resubmit each day of class).
Eventually at this point you can then proceed to the shop to work on projects unless Mr. K indicates otherwise.
You will keep adding to your journal each day. Doing this will allow Mr. K to get the class started and take attendance while you are learning/reviewing/completing something that is needed.
If you are absent from class, you must still complete your daily journal.
Journal grading will be unannounced -- meaning, grading will occur on whatever is (or isn't) submitted to Canvas. Why? Because journals should be maintained and kept up-to-date. Missing entries will receive a zero for that journal assessment.
Journal entries MUST be correct when there are correct responses to be made. Therefore, do what it takes to make sure you know what correct responses should be. At other times, entries will be graded on the quality of responses. The journal is your instructor's way of ensuring that everyone knows and understands key pieces of information. If you are ever unsure, ask for help!
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?
The CV Safety Website (linked at the top of this website) was introduced. 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.
Students reviewed the General Safety Guidelines on the safety website (some items were discussed as a class) and then completed the General Shop Safety Test on Canvas.
ASSIGNED WORK:
ASSIGNED WORK:
General Shop Safety Test (DUE 9/8 for 1st & 3rd, 9/9 for 6th)
WEDNESDAY, 9/7 (ALL)
WEDNESDAY, 9/7 (ALL)
OBJECTIVE: Students will be able to access the class website, the Canvas class, complete the initial class survey, and access the class syllabus and contract.
OBJECTIVE: Students will understand the 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. Introduction to Woodworking Slides.
Students were given a tour of the shop and surrounding facilities.
ASSIGNED WORK:
ASSIGNED WORK:
Complete this Initial Class Survey. (DUE 9/7, completed in class)
Read (and have your parents read) this Class Syllabus. Print the last page. Sign this contract as required. Take a picture of this contract. Submit this picture on Canvas. If you do not have a printer, you may place signatures on a blank piece of paper and indicate that you have read and agree to the class contract, take a picture of this, and submit this to Canvas. (DUE 9/8 for 1st and 3rd, 9/9 for 6th, by the beginning of class)
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