Course Work
Week 1
Monday
- BW- Review Syllabus & Review Expectations
- Act.- Activity 1.1 Instant Challenge: Cable Car
- BW- Google Drive, File Organization, Review Supplies & Expectations
- Act.- Add students to Google Drive, Create IED folder on H drive, and explore my website.
- BW- What does an engineer do?
- Act.- Introduce Activity 1.3 Concept Sketching. Provide guidance as students will set up their engineering notebooks. Display Engineering Notebook Samples to set expectations. Distribute the Engineering Formula Sheet for students to use throughout the course. Guide students through the Concept Sketching presentation. Students will work on Activity 1.3 Concept Sketching. Students will complete Activity 1.3 Concept Sketching for homework.
- BW- How might we create the best possible solution to a problem?
- Act.- Students will work on Activity 1.3 Concept Sketching. Students will complete Activity 1.3 Concept Sketching for homework.
- BW- Why is it important to document your work as an engineer? Turn your BW document into the BW Week 1 folder on Google Drive.
- Act.- Students will peer review sketches of item 6 in Activity 1.3 Concept Sketching using the Activity 1.3 Concept Sketching Rubric. Students will continue work on Activity 1.3 Concept Sketching. Assess student work as they complete Activity 1.3 Concept Sketching and offer guidance. Students will complete items (as assigned) in Activity 1.3 Concept Sketching for homework.
Week 2- Not Updated!
Tuesday
- BW- Create Week 2 doc. Name 3 things that make the engineering notebook different from another notebook in your backpack.
- Act.- The teacher will present Brainstorming Solutions.ppt. Students will take notes.
- BW- Why would the ability to create realistic sketches make a person a more competent designer?
- Act.- The teacher will distribute Activity 1.5 Product Improvement. Students will complete Activity 1.5 Product Improvement in teams.
- BW- Discussion, no Google doc answer needed
- Act.- A Faster Horse documentary
- BW- Discussion, no Google doc answer needed
- Act.- A Faster Horse documentary
Week 3
Monday
- BW- Create Week 3 doc. What are 3 things you found interesting from the documentary that pertain to engineering or product improvement?
- Act.- The teacher will present Design Process.ppt. Students will take notes. How did the Faster Horse documentary follow the design process?
- BW- What factors must be considered when changing or enhancing a design?
- Act.- The teacher will present Writing a Design Brief.ppt. Students will complete the Mustang Redesign Design Brief.
- BW- What different types or disciplines of engineering? Name at least 3.
- Act.- The teacher will distribute Activity 1.7 Discover Engineering. The teacher will present Engineering Overview.ppt. Students will take notes
- BW- How is an engineer different from a scientist?
- Act.- The students will begin work on Activity 1.7 Discover Engineering. The teacher will check Activity 1.7 Discover Engineering for completion by the end of the period.
- BW- Why do you think engineering has been called the stealth profession? Turn your BW document into the BW Week 3 folder on Google Drive.
- Act.- The teacher will present Engineering Disciplines.ppt (with or without the inclusion of student created slides from Activity 1.7) and emphasize the descriptions of Chemical, Civil, Electrical and Mechanical. Students will take notes on this video about engineering disciplines.
Week 4
Monday
- BW- Create Week4 doc. What are the steps of the design process?
- Act.- The teacher will distribute Activity 1.8 Instant Challenge: Paper Bridge. Students will complete Activity 1.8 Instant Challenge: Paper Bridge following the design process and documenting each step in the engineering notebook
- BW- Which of the four major disciplines of engineering most interests you? And why?
- Act.- The teacher will discuss Activity 1.9 Design Innovation. The teacher will present Product Design Evolution.ppt. The students will take notes.
- BW- What is an innovation or invention that you want to learn more about and why?
- Act.- The students will work on Activity 1.9 Design Innovation.
- BW- How could you change a current product to make it more usable or efficient?
- Act.- The students will present their finding according to Activity 1.9 Design Innovations.
- BW- What impact has you product had on society?
- Act.- SUB... The substitute will tell the students to go to Google Drive shared folder and into the Week 4 Notes/ Activities folder to find Line Convention.ppt and Isometrics and Oblique Pictorials.ppt. Students will take notes using Line Conventions Handout (please pass out at the beginning of the period). The substitute will distribute Activity 2.1 Isometric Sketching. Students will work on Activity 2.1 Isometric Sketches. Students will complete #1 - 3 in Activity 2.1, due at the beginning of the class on Monday.
Week 5
Monday
- BW- Start Week 5 BW. Explain the process of drawing a box in isometric, to the best of your ability and memory.
- Act.- The teacher will assess student work using Activity 2.1 Isometric Sketches Answer Key. Students will continue work on Activity 2.1 Isometric Sketches using orthographic grid paper. Complete #4-7.
- BW- What are the advantages and disadvantages to using an isometric pictorial compared to using an oblique pictorial in technical drawings?
- Act.- The teacher will assess student work using Activity 2.1 Isometric Sketches Answer Key. The teacher will watch the Sketching an Isometric Circle video. While the teacher is grading #4-7 students can be studying for a Design Process Test on Thursday. Complete 2.1 for tomorrow.
- BW- How can we clearly convey the intent of a design to someone unfamiliar with the original problem or the solution ?
- Act.- The teacher will assess student work using Activity 2.1 Isometric Sketches Answer Key. The teacher will present Perspective Sketching.ppt. Students will take notes. The teacher will distribute Activity 2.2 Perspective Sketching. Students will work on Activity 2.2 Perspective Sketching. Students will complete #1 - 2 in Activity 2.2 for homework. If you need help, watch this video!
- BW- What is the difference between a two-dimensional sketch and an isometric sketch?
- Act.- TEST over the Design Process! The teacher will assess student work using Activity 2.2 Perspective Sketching Answer Key. Students will continue work on Activity 2.2 Perspective Sketching. The teacher will informally assess and assist students as they work on Activity 2.2 during class. Students will complete Activity 2.2 Perspective Sketching for homework.
- BW- Why do designers use tonal shading?
- Act.- The teacher will assess student work using Activity 2.2 Perspective Sketches Answer Key. The teacher will present Multi-view Sketching.ppt Students will take notes. The teacher will distribute Activity 2.3 Glass Box and print of a transparency print of Glass Box Pattern.
Week 6
Monday
- BW- Start Week 6 BW. What are the advantages to using an isometric pictorial compared to using an oblique pictorial in technical drawings?
- Act.- The teacher will distribute a transparency print of Glass Box Pattern. Students will work on Activity 2.3 Glass Box. Students will complete Activity 2.3 Glass Box for homework.
- BW- What are the disadvantages to using an isometric pictorial compared to using an oblique pictorial in technical drawings?
- Act.- The teacher will assess student work using Activity 2.3 Glass Box Answer Key. The teacher will distribute Activity 2.4 Multi-view Sketching. Students will work on Activity 2.4 Multi-view Sketching. Students will complete #1- 5 in Activity 2.4 Multi-view Sketching for homework.
- BW- What is a vanishing point?
- Act.- Students will continue work on Activity 2.4 Multi-view Sketching. The teacher will assist students as they work on Activity 2.4 during class. Students will complete Activity 2.4 Multi-view Sketching for homework.
- BW- What are the advantages/disadvantages of each pictorial representation?
- Act.- The teacher will assess student work using Activity 2.4 Multi-view Sketching Answer Key. The teacher will distribute Activity 2.5 Sketching Practice. Students will work on Activity 2.5 Sketching Practice. The teacher will informally assess student work during class and provide assistance as students complete Activity 2.5.
- BW- Which type of sketching do you like better multi-view or perspective? Why?
- Act.- The teacher will informally assess student work during class and provide assistance as students complete Activity 2.5. Students will complete Activity 2.5 Sketching Practice for homework.
Week 7- Start Unit 3 Measurement & Statistics
Monday
- BW-
- Act.-
- BW- Start Week 7 BW. What is the purpose of a multi-view drawing?
- Act.- The teacher will present Objectives, Concepts, Key Terms, and Essential Questions and provide a lesson overview. The teacher will distribute and introduce Activity 3.1 Linear Measurement. The teacher will present SI Measurement.ppt. Students will take notes and will refer to Activity 3.1 Linear Measurement while the teacher presents SI Measurement.ppt. Students will work on numbers 1 through 9 and complete numbers 1 through 9 of Activity 3.1 Linear Measurement for homework.
- BW- None
- Act.- (PSAT/ EOC testing) Modified Schedule. Students will turn in Activity 3.1 Linear Measurements
- BW- What considerations should be made to select the front view?
- Act.- The teacher will assess student work on numbers 1 through 9 using Activity 3.1 Linear Measurement Answer Key. The teacher will present US Customary Measurement System.ppt. Students will take notes and will refer to Activity 3.1 Linear Measurement while the teacher presents US Customary Measurement System.ppt. Students will work on and complete Activity 3.1 Linear Measurement for homework.
- BW- When you look at a drawing, how do you know if you are looking at U S Customary or SI measurements? Why is it important for an engineer to know this piece of information? Upload to the Week 7 BW folder on Google Drive.
- Act.- The teacher will distribute Activity 3.2 Unit Conversion. Students will take notes and will refer to Activity 3.2 Unit Conversion while the teacher presents Unit Conversion notes. Students should finish Activity 3.2 by the end of the period today.
Week 8-
Monday
- BW- Start Week 8 BW. Why do engineers generally adhere to a set of dimensioning standards and guidelines?
- Act.- The teacher will assess student work using Activity 3.2 Unit Conversion Answer Key. The teacher will present Introduction to Dimensioning.ppt and distribute the Dimensioning Guidelines handout. Students will take notes and will refer to the Dimensioning Guidelines handout while the teacher presents Introduction to Dimensioning.ppt. The teacher will distribute Activity 3.3 Linear Dimensions. Students will work on numbers 1 – 4 of Activity 3.3 Linear Dimensions. The teacher will review correct answers for numbers 1 – 4 of Activity 3.3 Linear Dimensions. Students will complete numbers 5 through 7 of Activity 3.3 Linear Dimensions for homework.
- BW- What is dimensional analysis and how can it help solve problems involving quantities?
- Act.- The teacher will review the correct answers to numbers 5 through 7 of Activity 3.3 Linear Dimensions with students. The students will correct any errors in their dimensioning of parts in numbers 4 through 7 of Activity 3.3. The students will complete number 8 and 10 of Activity 3.3. Students will exchange their fully dimensioned multi-view drawing created for number 8 of Activity 3.3 with another student. The students will complete number 9 of Activity 3.3 and review another student’s multi-view drawing to identify any dimensioning errors.
- BW- How can you use units help you solve a problem?
- Act.- The teacher will assess student work using Activity 3.3 Linear Dimensions Answer Key. The teacher will distribute Activity 3.4 Making Linear Measurements. The teacher will present Dial Calipers. Students will take notes and will refer to Activity 3.4 Making Linear Measurements while the teacher presents Dial Calipers.ppt
- BW- Why would you have to know how to convert measurements when looking at a technical drawing?
- Act.- Students will complete Activity 3.4 Making Linear Measurements. The teacher will assess the students on Activity 3.4 Making Linear Measurements Answer Key.
- BW- Why do designers need to fully dimension a part? Upload to the Week 8 BW folder on Google Drive.
- Act.- The teacher will distribute Activity 3.5 Applied Statistics. The teacher will present Introduction to Summary Statistics. The students will take notes. Also watch this video of a standard deviation practice problem, make sure to write EVERYTHING in your notebook.
Week 9-
Monday
- BW- Start Week 9 BW doc. If error is unavoidable in measurement, how can we indicate our confidence in the precision of a measurement we make?
- Act.- The students will work on Activity 3.5 Applied Statistics.
- BW- Why might there be discrepancies between the measured values of different blocks?
- Act.- The students will complete Activity 3.5 Applied Statistics. The teacher will assess the students using Activity 3.5 Applied Statistics Answer Key.
- BW- Which measurements do you believe to be better, those taken with the caliper or those taken with the ruler? Explain your answer in terms of accuracy and precision.
- Act.- The teacher will distribute either Activity 3.7a Instant Challenge: Fling Machine. The students will complete Activity 3.7a Instant Challenge: Fling Machine. The teacher will assess student work using the scoring criteria listed in the chosen Instant Challenge.
- BW- In which phase(s) of a design process might statistics be most useful? Why?
- Act.- The teacher will present Objectives, Concepts, Key Terms, and Essential Questions and provide a unit overview. The teacher will distribute and introduce Project 4.1 Puzzle Design Challenge. The teacher will distribute and introduce Activity 4.1a Puzzle Part Combinations.
- BW- How can statistics of a product’s dimensions be used to assess the quality of the product? Move BW doc to the Week 9 folder.
- Act.- Students will finish working on Activity 4.1a Puzzle Part Combinations by the end of class.
Week 10
Monday-
- BW- Start Week 10 BW doc. Why is it important to have designs and drawings reviewed by peers?
- Act.- The teacher will assess student work using Activity 4.1a Puzzle Part Combinations Examples for guidance. The teacher will introduce and distribute Activity 4.1b Graphical Modeling. Students finish working on Activity 4.1b Graphical Modeling.
- BW- What steps did you take to determine the exact number of possible combinations for each set of cubes?
- Act.- Students will exchange multi-view sketches and complete Activity 4.1b Graphical Modeling. Students will fabricate one six cube puzzle from a classmate’s multi-view sketch (per Project 4.1).
- BW- Why is it important to sketch your ideas on paper and sign and date the document?
- Act.- The teacher will check Activity 4.1b Graphical Modeling for completion. The teacher will distribute and introduce Activity 4.1e Software Modeling Introduction. Students will complete Activity Activity 4.1e Software Modeling Introduction. The teacher will assess student work using either Activity 4.1e Software Modeling Introduction (Video) Answer Key. The teacher will distribute Activity 4.1f Software Modeling Orientation Reference after activity 4.1e are complete.
- BW- Why is it so important for a designer to think of multiple solutions to a design problem?
- Act.- The teacher will present Additive and Subtractive Solid Modeling.ppt. Students will take notes and follow a teacher demonstration of 3D modeling during the presentation. The teacher will distribute Activity 4.1g Model Creation at the end of Additive and Subtractive Solid Modeling.ppt in order to provide students with dimensions for the final model in the presentation. Students will complete Activity 4.1g Model Creation.
- BW- How can an engineer or technical professional effectively communicate ideas and solutions in a global community? Move BW doc to Week 10 BW folder on Google Drive.
- Act.- Teacher will assess Activity 4.1 g Model Creation per Activity 4.1g Model Creation Answer Key. Students will model puzzle cube pieces per Project 4.1 Puzzle Design today and Monday.
Week 11
Monday
- BW- Start Week 11 BW doc. What is the role of models in the design process?
- Act.- The teacher will present Assembly Constraints (start at 0:42) to assist students to assemble the puzzle cube parts for the Project 4.1 Puzzle Design Challenge. Students will take notes.
- BW- Why is it important to consider efficiency when planning your method of creation before beginning to model an object in CAD?
- Act.- Students will continue work on Project 4.1. When you finish your cube assembly, then watch this, Creating Drawings in CAD. Then work on your drawing sheets, the template is in Google Drive.
- BW- How can the information provided in the browser of the CAD software help you compare the efficiency of two different methods of modeling the same object?
- Act.- The teacher will present Creating Drawings in CAD. Students will take notes. Students will work on Project 4.1 Puzzle Design Challenge. Then work on your drawing sheets, the template is in Google Drive.
- BW- Why is using the vocabulary presented in the tutorials and activities important?
- Act.- Students will work on Project 4.1 Puzzle Design Challenge. Once puzzle cube is fabricated, students will gather data for the solution time testing per Project 4.1 for homework.
- BW- What is the purpose of a portfolio? Move BW doc to Week 11 BW folder on Google Drive.
- Act.- The teacher will present Portfolios.ppt. Students will take notes.
Week 12
Monday-
- BW- Start Week 12 BW doc. How do you decide what information to include in a portfolio?
- Act.- Students will work on and complete Project 4.1 Puzzle Design Challenge. The teacher will assess student work using Project 4.1 Puzzle Design Challenge Rubric.
- BW- What else could the furniture company do or make with the scrap used to make your puzzle cube?
- Act.- Students will work on and complete Project 4.1 Puzzle Design Challenge. The teacher will assess student work using Project 4.1 Puzzle Design Challenge Rubric.
- BW- Based on your experiences during the completion of the Puzzle Design Challenge, what is meant when someone says, “I used a design process to solve the problem at hand”? Explain your answer using examples from the work that you completed.
- Act.- Finish portfolio or Project 4.1 Puzzle Design Challenge.
- BW- How can you create a work plane? And what can you use it for?
- Act.- The teacher will provide an overview of Unit 5 Geometry of Design. The teacher will present Work Points, Axes, and Planes.ppt. Students will take notes. The teacher will distribute Activity 5.2 Making Sketches in CAD. Students will complete Activity 5.2 Making Sketches in CAD. Due by the end of class on Monday.
- Do the following questions ONLY: 1, 3-5, 7, 9, 11-13, 15, 17-18, 20-21
- BW- What is one tool that you used yesterday? Explain how to use it and what it does.
- Act.- Students will complete Activity 5.2 Making Sketches in CAD. Due by the end of class Monday.
Week 13 (Thanksgiving)
Monday
- BW- None, short week :)
- Act.- Students will complete Activity 5.2 Making Sketches in CAD. Due Monday at the end of class!
- Do the following questions ONLY: 1, 3-5, 7, 9, 11-13, 15, 17-18, 20-21
- BW- None, short week :) Meet in Room 0347, that's the construction classroom.
- Act.- The teacher will present Geometric Shapes and Area.ppt. Students will take notes. The teacher will distribute Activity 5.1 Calculating Properties of Shapes. Students will work on Activity 5.1 Calculating Properties of Shapes and complete the activity for homework.
Week 14
Monday
- BW- Start Week 14 BW doc. What is the difference between an inscribed and a circumscribed shape?
- Act.- Students will complete Activity 5.2 Making Sketches in CAD. This due at the end of the class period.
- BW- Why is it impossible for a triangle to contain a 180° angle?
- Act.- The teacher will distribute either Activity 5.3 Determining Density. The teacher will present Determining Density.ppt. Students will take notes. Students will work on Activity 5.3 Determining Density.
- BW- How is a rhombus similar to a square?
- Act.- Students will complete Activity 5.3 Determining Density, due by the end of the class period today.
- BW- What is the difference between a right, acute, and obtuse triangle?
- Act.- The teacher will present Properties of Geometric Solids.ppt. Students will take notes. The teacher will distribute Activity 5.4 Calculating Properties of Solids. Students will work on Activity 5.4 Calculating Properties of Solids.
- BW- What are the different types of geometric constraints that are applied to sketches, and what are their functions? Upload to the Week 14 folder on Google Drive.
- Act.- Students will work on Activity 5.4 Calculating Properties of Solids and complete for homework.
Wee k 15
Monday
- BW- Start Week 15 BW doc. What is the difference between area and volume?
- Act.- The teacher will show Activity 5.5 CAD Model Features on Google Drive. Students will work on Activity 5.5 CAD Model Features. Due tomorrow at the end of the period. Absolutely no extensions on this assignment.
- BW- What is weight density?
- Act.- Students will work on Activity 5.5 CAD Model Features, due today at the end of period. The teacher will check Activity 5.5 CAD Model Features.
- BW- What is a “physical” property? Give examples of physical properties.
- Act.- The teacher will distribute Activity 5.6 Physical Property Analysis. Watch video of notes on Physical Property Analysis individually. Students will take notes.
- BW- What 3D CAD functions could be used to create a wire coat hanger?
- Act.- The students will complete Activity 5.6 Mass Property Analysis.
- BW- What makes a product aesthetically pleasing or eye-catching? Move to the Week 15 folder.
- Act.- Intro to Unit 6 Reverse Engineering. Pop Quiz on Unit 5 key terms! When you finish with the quiz start watching the video notes that are linked here, Elements and Principles of Design. Students will take notes. The teacher will distribute Activity 6.1 Elements and Principles of Design Identification. Students will work on Activity 6.1 Elements and Principles of Design Identification and complete the activity for homework. Due next week Tuesday.
Week 16
Monday
- BW- Start Week 16 BW document. How are visual design principles and elements utilized in a design?
- Act.- The teacher will distribute Activity 6.2 Visual Analysis. Students will complete Activity 6.2 Visual Analysis. The teacher will check Activity 6.2 Visual Analysis for completion.
- BW- What do you think Reverse Engineering means? What are some reasons why a person or company would want to reverse engineer a product?
- Act.- The teacher will check Activity 6.1 for completion. Students will present one item for which they performed a visual analysis in Activity 6.1 Elements and Principles of Design Identification.
- BW- Identify a product that you feel is aesthetically pleasing. What is it about the product that you find appealing?
- Act.- The students will pick up Activity 6.3 Functional Analysis as they come into class.The students will watch the notes on Reverse Engineering and Functional Analysis individually. Students will take notes. Students will look on Google Drive for Activity 6.3 Example Product Observation to see an example of what they need to do for this activity. Students will work on Activity 6.3 Functional Analysis, with some time to work on the activity tomorrow. It is due at the end of the period Thursday.
- BW- Identify the visual design principles and elements that were not used appropriately in some of the products shown.
- Act.- The teacher will present Simple Machines.ppt. Students will take notes. Students will complete Activity 6.3 Functional Analysis incorporating simple machines terminology. The teacher will check Activity 6.3 Functional analysis for completion.
- BW- How can information gained from reverse engineering be misused? Move to the Week 16 folder.
- Act.- The teacher will present Product Disassembly Display.ppt. The teacher will distribute Activity 6.4 Product Disassembly. The teacher will distribute Activity 6.4 Product Disassembly Chart and Activity 6.4 Product Disassembly Material Usage Chart.
EXTRA CREDIT DUE FRIDAY, Dec. 15
Watch this documentary and write a 2-page summary and reflection (Formatting: double spaced, 12 point font, 1 inch margins, Times New Roman, Title "The Flying Boat EC") which will be added as 10 points on a major grade. Give a summary of the video along with answering the following questions:
- What did you learn?
- How can you use this info in the future?
- How has and how could the development of this technology changed our society?
Week 17- Finals Week
Review for final here!
Monday
- BW- None :)
- Act.- Students will complete Activity 6.4 Product Disassembly. The teacher will check Activity 6.4 Product Disassembly for completion.
- BW- None :)
- Act.- The teacher will distribute Activity 6.5 Product Disassembly Display and Activity 6.5 Product Disassembly Display Rubric. This will be due January 10 at the end of class. Review for final with the review sheet, write the definitions for the key terms listed.
- 5th Period Final
- 4th Period Final
- 3rd Period Final
2nd Semester
Week 18
Monday
- BW- Start a Google doc and title it Week 18. Describe the process of reverse engineering.
- Act.- Students will complete the poster for Activity 6.5 Product Disassembly Display. The teacher will check Activity 6.5 Product Disassembly Display for completion using Activity 6.5 Product Disassembly Display Rubric.
- BW- Describe the functional analysis as part of the reverse engineering process.
- Act.- Students will complete the poster for Activity 6.5 Product Disassembly Display. The teacher will check Activity 6.5 Product Disassembly Display for completion using Activity 6.5 Product Disassembly Display Rubric.
- BW- How does your product function?
- Act.- Students will complete the poster for Activity 6.5 Product Disassembly Display. The teacher will check Activity 6.5 Product Disassembly Display for completion using Activity 6.5 Product Disassembly Display Rubric.
- BW- What makes a product successful in the marketplace?
- Act.- The teacher will review the poster session requirements with students. Students will prepare an oral presentation for the poster session.
- BW- What attributes add to the success of a team’s presentation poster? Save and upload to the Week 18 folder on Google.
- Act.- Students will present reverse engineering work and Product Disassembly Display. Students will assess other team’s presentations and provide feedback. The teacher will assess student work during poster session.
Week 19
Monday- NO SCHOOL!
Tuesday- SCHOOL CANCELLED
Wednesday (SUB 3rd & 4th periods)
Tuesday- SCHOOL CANCELLED
Wednesday (SUB 3rd & 4th periods)
- BW- Start a Google doc and title it S2 Week 2. Describe how important it is to have good interpersonal communication skills in a technically related field, such as engineering and design.
- Act.- Intro to Unit 7 Documentation! The teacher will distribute Activity 7.1 More Dimensioning. The teacher will present slides 1 – 14 of Dimensioning Standards. ppt, by having students watch this video. Only watch through Datum Dimensioning. Students will take notes. Students will complete numbers 1 and 2 of Activity 7.1 More Dimensioning.
- BW- What is the difference between size dimensions and location dimensions?
- Act.- The teacher will present the remainder of Dimensioning Standards.ppt. Students will take notes. Students will work on Activity 7.1 More Dimensioning; its due Wednesday at the end of the period.
- BW- What is the difference between chain dimensioning and datum dimensioning? Which method generally results in smaller dimensional deviation in manufactured parts? Save and upload to the Week 19 folder on Google.
- Act.- Students will complete Activity 7.1 More Dimensioning. The teacher will assess student work using Activity 7.1 More Dimensioning Answer Key.
Week 20
Monday
- BW- Start a Week 20 BW doc. What are the similarities and differences between communicating about an object or product part through a dimensioned drawing and through a written description?
- Act.- The teacher will present Alternate Views.ppt. The students will take notes. The teacher will distribute Activity 7.2 Sectional Views. The students will complete Activity 7.2 Sectional Views numbers 1 and 2 for homework.
- BW- Other than linear dimensions, how do engineers communicate dimensional information?
- Act.- The teacher will assess student work for numbers 1 and 2 using Activity 7.2 Sectional Views Answer Key. The teacher will present Holes and Hole Notes.ppt.
- BW- What is the difference between a half and a full section?
- Act.- Students will work on Activity 7.2 Sectional Views. Due tomorrow.
- BW- How do engineers communicate an object’s dimensional information including the margin of acceptable error?
- Act.- Students will watch and take notes on Tolerances. Students will work on Activity 7.3 Tolerances.
- BW- What conventions are associated with section lines? Save and upload to the Week 20 folder on Google Drive.
- Act.- Students will work on Activity 7.3 Tolerances.
Week 21
Monday
- BW- Start Week 21 BW doc. Is it possible to manufacture parts to the exact dimensions shown on drawings? Why or why not?
- Act.- Students will work on Activity 7.3 Tolerances.
- BW- Why do engineers place tolerances on dimensions?
- Act.- The teacher will distribute Activity 7.4 Assembly Models. Students will work on Activity 7.4 Assembly Models. The teacher will check Activity 7.4 Assembly Models for completion.
- BW- What are the three types of tolerances that appear on dimensioned drawings?
- Act.- The teacher will present Documentation.ppt. Students will take notes. Students will complete Activity 7.4 Assembly Models.
- BW- What is the purpose of an assembly constraint and how does it differ from a geometric and/or a dimensional constraint?
- Act.- Students will complete Activity 7.4 Assembly Models. The teacher will check Activity 7.4 Assembly Models for completion. Help with Tolerances.
- BW- What is the difference between a mate and flush constraint? Save and upload to the Week 21 folder on Google Drive.
- Act.- The teacher will present Writing a Design Brief.ppt. Students will take notes. The teacher will show clip(s) of Apollo 13. The teacher will distribute Activity 7.6 Design Brief (Apollo 13) and Activity 7.6a Design Brief Example. Students will complete Activity 7.6 Writing a Design Brief. The teacher will assess student work.
Week 22
Monday
- BW- How might a given solution be more or less acceptable to various types of stakeholders? Start 22 document.
- Act.- The teacher will distribute Problem 7.7 Product Improvement, Decision Matrix Template, and Problem 7.7 Product Improvement Design Brief Template. Students will work on Problem 7.7 Product Improvement to develop a Design Brief.
- BW- Explain the importance of a design brief for for any problem.
- Act.- Each group will present their design brief for Problem 7.7 Product Improvement to the class and lead a brainstorming session aimed at generating alternate ideas for their project.
- BW- How does a short deadline to solve a problem affect the design solution?
- Act.- When student groups have developed at least 3 sketched plausible solutions, they will watch and take notes on the following video, Decision Matrix.ppt. Then the students will create their own decision matrix to determine a solution path and develop a solution (meaning a detailed sketch followed by Inventor parts, assembly, and drawing sheets). The Design Brief and Decision Matrix will be due to the sub by the end of the period tomorrow.
- BW- How do you select the best possible solution from multiple alternatives?
- Act.- Students will continue work on Problem 7.7 Product Improvement to determine a solution path and develop a solution. The Design Brief and Decision Matrix is due to the sub by the end of the period today, stapled together with the design brief on top. You only need to turn in one copy per group.
- BW- Why it is important to document the brainstorming process? Move to the 22 folder.
- Act.- The students will read and take notes on the following presentation, Technical Writing.ppt, which can be found in Google Drive. Students will complete work on Problem 7.7 Product Improvement. The project will be due next Friday, February 16.
Week 23
Monday
- BW- Start 23 document. What are the steps, in the correct order, of the design process?
- Act.- Students will complete work on Problem 7.7 Product Improvement.
- BW- Explain the purpose of the decision matrix.
- Act.- Students will complete work on Problem 7.7 Product Improvement.
- BW- How have you divided the work of the project between you and your partner? What are you responsible for?
- Act.- Students will complete work on Problem 7.7 Product Improvement.
- BW- Give an overview of your brainstorming.
- Act.- Students will complete work on Problem 7.7 Product Improvement.
- BW- What do you feel you did well on in this project? Move to the 23 folder.
- Act.- Students turn in Problem 7.7 Product Improvement.
Week 24
Monday
- NO SCHOOL
- BW- Start 24 document. What do you know about Work Points, Work Axes, and Work Planes and how to use them?
- Act.- The teacher will present Objectives, Concepts, Key Terms, Essential Questions, and provide a lesson overview. The teacher will introduce and distribute Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press or Project 8.1c Model Miniature Train depending on your preference.
- BW- What factors must be considered when changing or enhancing a design?
- Act.- The students will take notes on Work Points, Work Axes, and Work Planes.ppt. Students will find the notes on Google Drive.
- BW- What is the purpose of a sectional view?
- Act.- The teacher will introduce and distribute Activity 8.2 Parametric Constraints. The teacher will present Parametric Modeling.ppt.
- Students will take notes in their journals. Students will complete Project 8.1a Parametric Constraints Button Maker, Project 8.1b Parametric Constraints Arbor Press, or Project 8.1c Parametric Constraints Miniature Train.
- BW- What is the difference between a numeric and a geometric constraint? Move to the Week 24 folder.
- Act.- The teacher will assess student work using Activity 8.2 Parametric Constraints Answer Key. Students will continue working on Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press or Project 8.1c Model Miniature Train.
Week 25
Monday
- BW- Start Week 25 document. When would you use parametric formulas to define a relationship between dimensions of an object?
- Act.- The teacher will present Auxiliary Views.ppt. Students will take notes. The teacher will introduce and distribute Activity 8.3 Auxiliary Views.
- BW- When is an auxiliary view needed?
- Act.- Students will finish work on Activity 8.3 Auxiliary Views. The teacher will assess student work using Activity 8.3 Auxiliary Views Answer Key. Students will continue working on Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press, or Project 8.1c Model Miniature Train.
- BW- What does the term foreshortened mean?
- Act.- Students will continue working on Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press, or Project 8.1c Model Miniature Train.
- BW- Compare a section view and an auxiliary view, and explain the attributes of a part for which each view is appropriate to use when detailing the part.
- Act.- Students will continue working on Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press, or Project 8.1c Model Miniature Train.
- BW- How do you decide what to include in a set of working drawings? What views are needed? What other information is important? Move to the Week 25 folder.
- Act.- The teacher will introduce and distribute Activity 8.4a Part Drawings (Button Maker), Activity 8.4b Part Drawings (Arbor Press), Activity 8.4c Part Drawings (Miniature Train), and Activity 8.4 Detail Drawing Rubric. The teacher will inform the students that the activity can be adapted for the Project 8.1a Model Button Maker, or Project 8.1c Model Miniature Train assembly. The teacher will demonstrate creating a dimensioned multi-view drawing from one of the Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press, or Project 8.1c Model Miniature Train parts. The demonstration will include the creation of section and auxiliary views, centerlines, dimensions, and tolerances. Students will take notes. Students will begin work on the selected Activity 8.6 a-c.
Week 26
Monday
- BW- Start Week 26 document. What is the purpose of an auxiliary view?
- Act.- Students will complete Project 8.1a Model Button Maker, Project 8.1b Model Arbor Press, or Project 8.1c Model Miniature Train. The teacher grade the assembly by reviewing the model assembly.
- BW- What is the purpose of a sectional view?
- Act.- The teacher will distribute Activity 8.5 Instant Challenge: Air Vehicle. The students will complete Activity 8.5 Instant Challenge: Air Vehicle.
- BW- What is meant by product lifecycle?
- Act.- The teacher will present Objectives, Concepts, Key Terms, and Essential Questions and provide a unit overview. The teacher will present Global, Human, and Ethical Impacts.ppt and begin a dialogue with students on how products can provide positive and negative impacts. The teacher will distribute and explain the expectations of Activity 9.1 Product Lifecycle. Students will brainstorm possible products to be used. Students will divide into groups of two, pick an instructor-approved product for Activity 9.1 Product Lifecycle and Recycling, and begin work. Due Monday, March 19.
- BW- What is a trade-off?
- Act.- Students will continue work on Activity 9.1 Product Lifecycle and Recycling and report findings as described in the activity.
- BW- How do engineers and technical professionals impact society and the environment? Move to the Week 26 folder.
- Act.- Watch Modern Marvels!
EXTRA CREDIT- Due April 4, 2018
Watch this documentary and write a 2-page summary and reflection (Formatting: 12 point font, 1 inch margins, Times New Roman, Title "Einstein's Biggest Blunder EC") which will be added as 10 points on a major grade. Give a summary of the video along with answering the following questions:
- What did you learn?
- How can you use this info in the future?
- How has Einstein's mistakes and discoveries changed our society?
SPRING BREAK!
Week 27
Monday
- BW- Start Week 27 BW doc. Why is it important to recycle?
- Act.- Students will complete Activity 9.1 and present to the the class. The teacher will assess Activity 9.1 using the Activity 9.1 Product Lifecycle Rubric.
- BW- How do product designers play a role in recycling?
- Act.- The teacher will introduce and distribute Problem 9.2 Engineering Design Ethics Design Brief, Problem 9.2a Engineering Design Ethics Design Brief Sample and Problem 9.2b Engineering Design Ethics Design Brief Template. Students will complete Problem 9.2 Engineering Design Ethics Design Brief. Due Monday, March 26.
- BW- What role does society play in the recycling effort?
- Act.- Students will work on Problem 9.2 Engineering Design Ethics project. Due Monday, March 26.
- BW- Do you think your product will evolve or become obsolete over time? Why?
- Act.- Students will work on Problem 9.2 Engineering Design Ethics project. Due Monday, March 26.
- BW- What would you change about your product? Why? Move your BW doc to the Week 27 folder.
- Act.- Students will work on Problem 9.2 Engineering Design Ethics project. Due Monday, March 26.
Week 28
Monday
- BW- Start Week 28 BW doc. What is a trade-off?
- Act.- Students will work on Problem 9.2 Engineering Design Ethics project. Due Monday, March 26.
- BW- Why is it important for companies who make products to research and determine a product’s potential lifecycle?
- Act.- The teacher will introduce and distribute Project 9.3 Virtual Design Challenge, the selected Project 9.3a Virtual Design Brief, and the project evaluation rubrics that apply to the project. There are explanations on implementation options located in the teacher guidelines section for this unit. The rubrics are located in the resource section for this unit. Students will review the design brief contained in Project 9.2 Virtual Design Challenge. The design brief should have been selected by the cooperating teacher prior to the project kickoff. The teacher will introduce the design team pairings to the class. Teaming your students should be completed prior to this date to avoid any delays in starting the project on time. The teacher will present Teamwork.ppt and relate the information to class experiences that have occurred since the beginning of the course. Students will take notes. The teacher will present Gantt Chart.ppt as a project planning and management tool. Students will take notes.
- BW- How does the design process promote the development of good solutions to technical problems?
- Act.- Teachers will connect based on the teaming scenario for the first day of the project. See the Gantt chart to align with the daily tasks. Students will begin formatting the engineering notebook. Students will insert the design brief, Gantt chart, and any other related information. The teacher will introduce and distribute Activity 9.4 Team Norms and explain the purpose of the activity as it relates to the professional element of the project. Students will introduce themselves to their virtual teammates and begin work on Activity 9.4 Team Norms (Day 1 on Gantt chart).
- BW- How can the use of a project schedule positively influence the design process?
- Act.- Students will work to complete Activity 9.4 Team Norms. The teacher will introduce and distribute Activity 9.5 Product Research.
- Students will begin to work on Activity 9.5 Product Research.
Week 29
Monday- NO SCHOOL!
Tuesday
Tuesday
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will complete Activity 9.5 Product Research. Students will begin to develop annotated sketches of potential design solutions.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will continue to develop annotated sketches of potential design solutions. Students will complete a Project 9.3d Periodic Teammate Ten Point Evaluation and Project 9.3e Periodic Self-Evaluation every five (5) class periods. Save this electronically in YOUR Google Drive.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will be working on finalizing three possible annotated sketches of potential solutions to be digitally transmitted to all partners.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- The students will review the notes on Decision Matrix and use the template in Google Drive to create a Decision Matrix for the groups' designs.
Week 30
Monday SUB
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will work in their virtual teams on Project 9.3 Virtual Design Challenge. Students will be creating the necessary part models for the project. Students may also begin to format the working drawings for the project as they work on the part files.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will work in their virtual teams on Project 9.3 Virtual Design Challenge. Students will be creating the necessary part models for the project. Students may also begin to format the working drawings for the project as they work on the part files.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will complete a Project 9.3b Periodic Teammate 10-Point Evaluation and Periodic Self-Evaluation every five (5) class periods and submit them to the instructor for assessment. Students will work in their virtual teams on Project 9.3 Virtual Design Challenge. Students will be creating the necessary part models for the project. Students may also begin to format the working drawings for the project as they work on the part files.
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will be creating the necessary part models for the project. Students may also begin to format the working drawings for the project as they work on the part files. Students will begin to exchange parts and begin the assembly modeling process (standard .iam).
- BW- Check your correspondence with your partner and reply if needed.
- Act.- Students will be creating the necessary part models for the project. Students may also begin to format the working drawings for the project as they work on the part files. Students will begin to exchange parts and begin the assembly modeling process (standard .iam). Here is a tutorial to create the Exploded View Assembly.
Week 31
Monday
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- Students will continue to work on Assembly Modeling. Students will work to complete the Presentation Model (standard.ipn). Students will develop a complete set of final working drawings for the project (standard .idw). The requirements for the final plans will be set forth by the cooperating teachers prior to project start up. Add balloons and a parts list to your explored assembly; here is the tutorial.
- BW-Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- Students will continue to work on Assembly Modeling. Students will work to complete the Presentation Model (standard.ipn). Students will develop a complete set of final working drawings for the project (standard .idw). The requirements for the final plans will be set forth by the cooperating teachers prior to project start up.
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- Students will complete a Project 9.3b Periodic Teammate 10-Point Evaluation and Periodic Self-Evaluation every five (5) class periods and submit them to the instructor for assessment. Students will continue to work on Assembly Modeling. Students will work to complete the Presentation Model (standard.ipn). Students will develop a complete set of final working drawings for the project (standard .idw). The requirements for the final plans will be set forth by the cooperating teachers prior to project start up.
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- Students will continue to work on Assembly Modeling. Students will work to complete the Presentation Model (standard.ipn). Students will develop a complete set of final working drawings for the project (standard .idw). The requirements for the final plans will be set forth by the cooperating teachers prior to project start up.
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- Students will continue to work on Assembly Modeling. Students will work to complete the Presentation Model (standard.ipn). Students will develop a complete set of final working drawings for the project (standard .idw). The requirements for the final plans will be set forth by the cooperating teachers prior to project start up.
Week 32
Monday:
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- The students will work on creating their presentations.
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- The students will work on creating their presentations.
- BW-
- Act.- Check your correspondence with your partner and reply. Remember to ask questions!
- Day 28: Students will complete a Project 9.3b Periodic Teammate Ten Point Evaluation and Periodic Self-Evaluation every five (5) class periods and submit them to the instructor for assessment. The students will work on creating their presentations. Students will submit all of their associated project drawings and engineering notebooks for evaluation.
- BW- Check your correspondence with your partner and reply. Remember to ask questions!
- Act.- The students will work on creating their presentations. Students will submit all of their associated project drawings and engineering notebooks for evaluation.
- BW- Get your notebook out and pick up 4 copies of Project 9.3c Summary Presentation Evaluation.
- Act.- Students will begin delivering five-minute summary presentations that chronicle their design experiences and explain their solutions to the class. The teacher will evaluate the students’ presentations using the Project 9.3i Summary Presentation Evaluation. Students will evaluate their peer’s presentations using the Project 9.3c Summary Presentation Evaluation.
Week 33
Monday:
- BW- Get your notebook out and pick up 4 copies of Project 9.3c Summary Presentation Evaluation.
- Act.-Students will begin delivering five-minute summary presentations that chronicle their design experiences and explain their solutions to the class. The teacher will evaluate the students’ presentations using the Project 9.3i Summary Presentation Evaluation. Students will evaluate their peer’s presentations using the Project 9.3c Summary Presentation Evaluation.
- BW- Get your notebook out and pick up 4 copies of Project 9.3c Summary Presentation Evaluation.
- Act.- Students will begin delivering five-minute summary presentations that chronicle their design experiences and explain their solutions to the class. The teacher will evaluate the students’ presentations using the Project 9.3i Summary Presentation Evaluation. Students will evaluate their peer’s presentations using the Project 9.3c Summary Presentation Evaluation.
- BW- Get your notebook out and pick up a copy of Project 9.3j Teammate Performance Summary.
- Act.- Students will evaluate the visual, structural, and functional qualities of each team’s solution and submit their assessments to the instructor.
- Students will complete a Project 9.3j Teammate Performance Summary and submit it to the instructor.
- BW- Review the project sheet for Project 8.1.
- Act.- The teacher will introduce and distribute Activity 8.4a Part Drawings (Button Maker), Activity 8.4b Part Drawings (Arbor Press), Activity 8.4c Part Drawings (Miniature Train), and Activity 8.4 Detail Drawing Rubric. The teacher will inform the students that the activity can be adapted for the Project 8.1a Model Button Maker, or Project 8.1c Model Miniature Train assembly. This video will help in the creation of section and auxiliary views.
- The students will complete the drawing sheets for Activity 8.4a, b, or c. Don't forget dimensions, centerlines, center marks, and tolerances.
- BW- Review the project sheet for Project 8.1.
- Act.- The students will complete the drawing sheets for Activity 8.4a, b, or c.
Week 34
Monday:
- BW- Print out a copy of your drawings and have a partner edit them.
- Act.-The students will complete the drawing sheets for Activity 8.4a, b, or c. DUE AT THE END OF CLASS TODAY!!!
- BW- N/A
- Act.- Design Challenge
- BW- N/A
- Act.- SpaceX Plan for You video
- BW- Pick up a copy of Project 10.1 Design Challenge and read the introduction.
- Act.- The teacher will distribute and introduce Project 10.1 Design Challenge, Project 10.1 Design Challenge Rubric, Project 10.1b Decision Matrix Template (Microsoft® Word®) and Project 10.1c Decision Matrix Template (Microsoft® Excel®). The teacher will divide the class into groups of two. There should be a maximum of 3 groups per design brief in each class. If you drew the button maker or toy train, consider partnering with someone else who did the same and choose the corresponding brief. The project will be due at the end of class on May 23.
- BW- Discuss the progress that you made yesterday and what your goal is today.
- Act.- Students will continue to work on Project 10.1 Design Challenges, specifically on brainstorming, research, and concept sketches. This should all be completed by the end of the period or over the weekend.
Week 35
Monday-Friday:
- Act.- Students will continue to work on Project 10.1 Design Challenges. Final project is due May 23. Put a rendering of your assembly in you brochure. Here is a tutorial on how to Render in Inventor.
Week 36- Last week of classes!
Monday-Wednesday:
Friday: Students will review for the final. Here is a Kahoot game to help you study as well!
- Act.- Students will continue to work on Project 10.1 Design Challenges. Final project is due May 23.
Friday: Students will review for the final. Here is a Kahoot game to help you study as well!