THURSDAY 6/17/10

• TBA

WEDNESDAY 6/16/10

• LAUNCH DAY:  ALL STUDENTS COMPLETED THE FINAL LAUNCHING OF THEIR GLIDERS.  All groups should have completed at least two tests prior to this launch.

MONDAY 6/14/10

• Students were given the period to work on either their gliders or the CVD project as necessary.

FRIDAY 6/11/10

• Students were given the period to work on either their gliders or the CVD project as necessary.

WEDNESDAY 6/9/10

• GLIDER TESTING occurred at the beginning of the period.  This is the last official testing time before the final launching next Wednesday.
• Students were given the period to work on either their gliders or the CVD project as necessary.

MONDAY 6/7/10

• Students were given the period to work on either their gliders or the CVD project as necessary.
• The following is a link that allows you to access the CVD lab via a web browser rather than the Virtual 3D Client software.  Use this link if your computer in the lab does not work:  http://jimi.cbee.oregonstate.edu/vcvd/ .

FRIDAY 6/4/10

• GLIDER TESTING occurred at the beginning of the period.
• Students were given the period to work on either their gliders or the CVD project as necessary.

WEDNESDAY 6/2/10

• Students were given the period to work on either their gliders or the CVD project as necessary.
• Mr. Kirsch graded journals.  If you were absent today, please give Mr. K your journal on Friday to check, or as soon as you return to school.

FRIDAY 5/28/10

• Students were reminded that this CVD Flow Chart Planning Assignment was due by the end of the period.
• Students were given the period to work on either their gliders or the CVD project as necessary.

WEDNESDAY 5/26/10

• GLIDER TESTING occurred at the beginning of the period.
• Students were given the period to work on either their gliders or the CVD project as necessary.

MONDAY 5/24/10

• Students were asked to plan the approach that they were going to use to determine the optimal reactor recipe for the CVD project.  In preparation for this, students were instructed on the use of flow charts and were asked to submit a flow chart outlining the process they envision using to optimize their recipe.  Students are to complete this CVD Flow Chart Planning Assignment BEFORE THEY BEGIN THEIR ATTEMPT TO OPTIMIZE THE REACTOR RECIPE.  This assignment will be due on Friday by the end of the class.
• Students were given the rest of the period to work on either their gliders or the CVD project as necessary.

FRIDAY 5/21/10

• Students were given the period to work on either their gliders or the CVD project as necessary.

WEDNESDAY 5/19/10

• Students listened to a PowerPoint presentation discussing the software to be used in the CVD project:  Virtual CVD Lab PowerPoint.
• Following this, student groups were given usernames and passwords for use to access the Virtual CVD program.  This program can be downloaded at home and may work if a student's computer at home has a video card with enough memory.
• Students used the remainder of the period to complete this Virtual LPCVD Worksheet I.  This will be due by the end of the period on Friday.
• Students getting done with the first worksheet were allowed to start on Virtual LPCVD WorkSheet II.  This second  worksheet is intended to assist students with a structured exploration of the factors impacting silicon nitride deposition.  It is important that students follow this worksheet exactly so that costs are kept the same for all groups.
• Due Dates:
  • Virtual LPCVD Worksheet I -- this is due on Friday, 5/21 by the end of class.  Students are to submit a hardcopy.
  • Virtual LPCVD WorkSheet II -- this is due on Monday, 5/24 by the end of class.  Students are to submit a hardcopy.
• Students were informed that glider testing will only take place at the beginning of class on only three  of the remaining days in class -- students should plan accordingly.  Also, students need to be sure to fully participate in both projects.  Pairs should not divide tasks so that one partner works on the glider while the other works on the CVD project.

MONDAY 5/17/10

• Students listened to a PowerPoint presentation concerning transistors and integrated circuits.  This was used to provide a context for the next class project -- the Virtual CVD Project.  Introduction to Transistors and CVD PowerPoint PDF.
• Following this, student groups were allowed to work on their gliders for the remainder of the period.

FRIDAY 5/14/10

• As homework, students are to read this Virtual LPCVD Initial Problem Statement and bring to class on Monday a piece of paper with three questions about the project written on it.  Questions should be specific.  Questions such as "How do I do it?" will not count.
• Field Trip:  OSU Engineering Expo.  Students will leave at the beginning of 5th Period.  We will be returning before the end of lunch, however students will miss their 6th period classes.  Students should bring something to write with, write on, and something to eat on the bus.  While at OSU, students are to select four projects in four different disciplines and write down the following for the project that seems the most interesting to you:
  • Title of the Project
• Engineering Discipline Represented (you must pick at least five different disciplines)
• Rate each project (on a scale from 0-10) as to what impact this project might have long-term and briefly justify.
• Briefly explain the project (a paragraph).
• What do the OSU researchers say was the most difficult thing to overcome during their investigation?
• Did the OSU researchers use IDEAL throughout their project?  How do you know?  Write at least a paragraph regarding this.
• If you do not attend the field trip:
  • Briefly describe projects currently taking place at OSU in four different engineering disciplines.  You will need to complete some online research.  Your report IS TO BE HAND WRITTEN, and will be due at the beginning of the period on Monday. 

WEDNESDAY 5/12/10

• Students were given the period to work on their glider project. 

MONDAY 5/10/10

• Students were given the period to work on their glider project.  Before students are allowed to test their gliders, students will need to present the following:
  • A list of their design criteria.
  • A list of the major features of their glider.  For each feature listed, students must fully describe how the feature addresses the design criteria.  All design criteria should be addressed by some feature.
• Once testing is completed, students are to
  • Fully describe all results of their testing.
  • List possible changes that could be made to their glider that will address issues identified during the first test.
• Students will receive credit for their testing only when all of the above items are submitted.

FRIDAY 5/7/10

• Students were given the period to work on their glider project.  It looks like the first round of tests will occur on Monday.

WEDNESDAY 5/5/10

• Students were given the period to work on their glider project.

MONDAY 5/3/10

• Students were given the period to work on their glider project..

FRIDAY 4/30/10

• Students were given the period to complete the first two assignments associated with the glider project.

WEDNESDAY 4/28/10

• Students were introduced to the next project:  CO2 Glider Project.
• Students were shown glider flights from past classes.
• The criteria assignment listed in the glider project assignment will be due at the end of the period on Friday.  The group sketches and the bill of materials will be due at the beginning of class on Monday.BA

MONDAY 4/26/10

• Students were given the period to finish SW3 and SW4.

FRIDAY 4/23/10

• Students were instructed to save the two Solidworks templates that were emailed to them on Wednesday to their H-drives.  These two files will also eventually be placed on the class folder.
• Students were asked to re-submit SW4 if they have already turned it in and to make sure that the following guidelines are met:
  • They should utilize the third angle projection when making multi-view drawings.
  • One of the two templates provided must be used for all work.
  • Scale must be indicated, and must be correct.
  • The MMGS unit system should be used on all drawings unless otherwise instructed.
  • Dimensioning, as much as possible, should comply with the previous dimensioning guidelines presented in class.
  • Drawings should be completed as wire-frame with hidden lines unless otherwise instructed.
  • When SolidWorks does not permit you to do something that is required AND you have shown either Mr. Baldwin or Mr. Kirsch, make a note of it on your drawing when you turn your drawing in.
  • Remove the parentheses from your dimensions.
• Students can download a student version of SolidWorks 2009 at no cost.  This version is good for a specified length of time (we believe it is six months but are not sure).  To download a copy, please go to www.solidworks.com/sdk2009  .  In order to activate your copy, you must obtain a code from one of your instructors.  This code will not be placed online.  Be sure your hardware meets the minimum requirements listed on the Solidworks website.
• Students were given the period to work on SW3 and SW4.

WEDNESDAY 4/21/10

• Students continued to work on SW3 and SW4.  SW3 is due by the end of Friday. 

MONDAY 4/19/10

• Students began the next two tutorials on SolidWorks.  These assignments are due on Friday.
  • SW3 -- Complete the "Revolves & Sweeps" tutorial under the "Building Models" option. 
  • SW4 -- Complete the "Lofts" tutorial under the "Building Models" option.
  • FOR BOTH ASSIGNMENTS, TURN IN A DRAWING HAVING THE FOLLOWING:
    • A front, top, and right side view (wire drawings showing hidden lines).
    • Modify / add dimensions as required to show all required dimensions per your drawing standards given earlier in the year.
    • Include an isometric view that is shaded showing edges.
• Students could also use the period to finish the first three tutorials, but should plan their time accordingly to get the first three tutorials completed.

WEDNESDAY 4/14/10

• Students demonstrated their kinetic sculptures to the rest of the class.  Time permitting following this, students were allowed to finish their initial solid works drawings from the first three lessons.

MONDAY 4/12/10

• Students continued to work on the first three tutorials for Solid Works.  Students are to turn in the two drawings in Lesson #3.  Be sure to indicate the proper scale on your drawings before you print them!  Students are to follow the instructions carefully when completing these drawings.

WEDNESDAY 4/9/10

• Students continued to work on the first three tutorials for Solid Works.

WEDNESDAY 4/7/10

• Students were introduced to Solid Works -- a solid modeling program that we will be using for the upcoming glider project.  Students started work on the first three tutorials listed under the "Getting Started" section of the tutorials.

MONDAY 4/5/10

• Students were given the period to finish their kinetic sculptures.  These are due at the end of the day.

FRIDAY 4/2/10

• Students were given the period to work on their kinetic sculptures.  Students should work to having these completed by the end of the day on Monday.  If students still have lots of gluing to do, students were instructed to utilize hot glue -- it hardens much faster.

WEDNESDAY 3/31/10

• Students listened to a presentation by Matthew Van Dixon with the Evergreen Aviation Museum.  Mr. Van Dixon emphasized not only those forces responsible for flight, but also engineering as it applies to flight.  Students were given a chance to ask questions regarding their glider designs.
• As homework, students are to respond to the following questions.  These are due at the beginning of the period on Friday.
• 1.  List five factors that will influence the total distance your glider travels.
• 2.  Sketch your initial glider design in the hands-on activity.
• 3.  Describe / measure how far your glider goes AND DESCRIBE how you launched your glider and measured your glider's distance.
• 4.  What characteristic did you modify to attempt to improve the performance of your glider?
• 5.  Discuss your change and it's impact on your glider's performance.
• 6.  Consider a hot air balloon.  Which of the four forces discussed today that act on an airplane are present for a hot air balloon?  Defend your answer for each of the four forces (lift, drag, gravity, thrust).  

MONDAY 3/29/10

• Students listen to Prof. David Ullman who discussed the Wright Brother's attempts at flight, the Wright Brother's as engineers, and briefly concepts of stability and the parts of the plane responsible for stability in flight.  Students were also told that their next project was to design a glider powered, at least initially, by an initial CO2 canister.
• Students were given approximately 30 minutes of class to continue work on their kinetic sculptures.

FRIDAY 3/19/10

• Students received feedback from CH2M Hill participants as to their presentations.

WEDNESDAY 3/17/10

• Students worked on their kinetic sculptures.

MONDAY 3/15/10

• Students groups presented their presentations at either CH2M Hill or here at CVHS.  Students should plan on bringing a sack lunch!!  This period will likely go into the lunch period.

FRIDAY 3/12/10

• Students were allowed to work on their London Projects.
• BY THE END OF THE PERIOD, ALL GROUPS MUST SUBMIT TO MR. K AN ELECTRONIC COPY OF THEIR POWERPOINT PRESENTATION.  THIS IS YOUR FINAL VERSION!!!

WEDNESDAY 3/10/10

• Students were given the period to work within their London groups.

MONDAY 3/8/10

• Students worked within their London groups after each group did a practice presentation with their PowerPoint.  OSU engineering students, engineers from CH2M Hill, and/or course instructors provided each group with feedback.
• It is important that each group MODIFY their presentations according to the feed back obtained from their observers when they practice.

WEDNESDAY 3/3/10

• Students were asked to submit an evaluation of themselves, each member in their group, and their group as a whole.
• Students were given the period to work within their London groups.

MONDAY 3/1/10

• Students were allowed to work within their groups on their London Projects.  OSU engineering students assisted groups as needed.
• Each student group received a copy of this London Project Presentation Evaluator Form.  This will be the basis on which evaluators will judge presentations.  The winning presentation will receive the highest score based on this form.  This form may be subject to change.
• Students were asked to submit an evaluation of themselves, each member in their group, and their group as a whole.

FRIDAY 2/26/10

• Students listened to a presentation by Mark Carlson of CH2M regarding consulting engineering -- a side of the business of engineering that often gets overlooked.  In the London Project, students are playing the part of a consulting engineering firm.

WEDNESDAY 2/24/10

• Students were given the period to work within their London groups.

MONDAY 2/22/10

• Students were assigned to one of six groups for the London Project.  Mr. Kirsch and Baldwin discussed characteristics of good PowerPoint Presentations, specifics for the proposal assignment, and aspects of working successfully within groups.
• Students were given the remainder of the period to work within their groups.  Every group member should have left the class with an action item to complete before next class period.

FRIDAY 2/19/10

• Students were shown how to do conversions and calculations that will be helpful to understand in working on their London project.
• Students were asked to complete London Games 2012 Assignment #4.  This is a worksheet with some conversion and energy problems.  For this assignment, only do the first eight problems.  Also, to get credit on this assignment, you must SHOW WORK ON ALL PROBLEMS, and you must at least attempt to solve all problems.

WEDNESDAY 2/17/10

• Students were given London Games Proposal Guidelines.  This document identifies the criteria and requirements for the electronic proposal student groups will be preparing for the London 2012 Aquatics Center.  Some time was spent discussing these guidelines, discussing group dynamics and how students must function within a group, LEED criteria, and the LEED checklist that students should use to guide their building design.
• As homework, students are to complete:  London Games 2012 Assignment #3.
• The following are resources that might be helpful:
• Details for completing the calculations.
• LEED Excel Checklist
• LEED Handbook (PDF)
• IBC requirements for stadium seating and egress (use these to guide your design)

FRIDAY 2/12/10

• Students were asked to verify whether or not they wished to earn College Now credit for the course.  All students earning at least a B both semesters are eligible.  Students were asked to verify that their name was on the class roster provided by Mr. Kirsch.  Students not wishing to receive credit, were asked to cross their names out.  To sign up for College Now, students must submit this College Now Application, along with the fee, to CV's College & Career Center attention Nancy Pliskin.  YOU MUST SUBMIT THIS APPLICATION -- but you only have to submit it and the fee once DURING YOUR FOUR YEARS AT CV.  Once turned in, you will be eligible for College Now credit in any CV class you enroll in that offers it.
• Students were given the rest of the period to work in the Materials Lab on their kinetic sculptures.
• Students are to complete London Games 2012 Assignment #2 before Wednesday.  It should be turned in at the beginning of class on Wednesday.

WEDNESDAY 2/10/10

• Students listened to a presentation by Ray Topping, former employee from CH2M Hill.  The class will be working on a project associated with the London 2012 Olympics for the next several weeks.
• For homework, ALL students are to complete London Games 2012 Assignment #1.  To complete this assignment, you will need to refer to the eight priority themes presented by Mr. Topping today in his presentation -- hopefully they are in your notes.  If you were gone today, you can either call a friend, or come get the eight themes from either Mr. Kirsch or Mr. Baldwin.

MONDAY 2/8/10

• Students were given the period to work in the Materials Lab on their kinetic sculptures.

MONDAY 2/1/10

• Students were given the period to work in the Materials Lab on their kinetic sculptures.

FRIDAY 1/29/10

• Students were given the period to work in the Materials Lab on their kinetic sculptures.

WEDNESDAY 1/27/10

• Students were given the period to work in the Materials Lab on their kinetic sculptures.

MONDAY 1/25/10

• Mr. Baldwin started the period today by discussing the materials available for the kinetic structures.
• Students first ask to select a partner.  Next, students were given the period to work on CAD drawings depicting one view of the mechanism for their design, and the artwork they intend to employ for their design.  These drawings (one set per pair) will be due at the end of Friay.  Students are not to expect any more class time to work on their drawings.  Students were encouraged to work on their drawings during study hall (if not finished) before Wednesday so that they could utilize their full-scale drawings during construction.

FRIDAY 1/22/10

• Students were given the period to work on CAD drawings depicting one view of the mechanism for their design, and the artwork they intend to employ for their design.  These drawings will be due at the end of Monday.  These drawings are also to be done on an individual basis.  Partners for this project will be determined at a later time.
• Journals were collected and graded for the time period between 1/11/10 and 1/20/10.

WEDNESDAY 1/20/10

• FIELD TRIP:  students visited OSU's nuclear reactor and wave research center.  An assignment was posted on the door for students failing to get to class on time or who did not have their permission slip signed. 

FRIDAY 1/15/10

• Students were introduced to the next project:  The Kinetic Sculpture Project.  After the project was introduced, students were given the remainder of the period to begin their thumbnail sketches for this project.

WEDNESDAY 1/13/10

• FIELD TRIP:  students were divided into two groups.  In one session students experiences OSU's flight simulator.  In the second session, students experienced a presentation by Michelle Eck, an academic advisor for the School of Mechanical, Industrial, and Manufacturing Engineering at OSU.  This was a great opportunity for students to ask questions about what they should be focused on in high school to pursue a degree in engineering in college (not specifically at OSU, although OSU has a wonderful undergraduate engineering program -- one of the best in the country).

MONDAY 1/11/10

• Students were given the beginning of the period to work on CAD11.  The time given today in class is the last class time devoted to this assignment.  This drawing is due by the end of the day on Friday.

FRIDAY 1/8/10

• Students were asked to evaluate their journals.  This served as the first journal check.  Students can expect more frequent checks in the future.

WEDNESDAY 1/6/10

• Today the general engineering process (this could also be described as a problem solving process) was discussed.  This process we model with the IDEAL process -- a structure that has been and will continue to be employed for projects within the class.  IDEAL stands for Identify, Develop, Evaluate, Act, and Lookback. 
• Students were shown some techniques in producing orthographic drawings.  Following this, all students went to the computer labs to work on CAD11 (see below under 1/4/10 for a description of this assignment).

MONDAY 1/4/10

• Students were given the period to complete the following tasks:
  • Complete their egg launcher drawings.  Students should use the checklist before submitting their drawing.  Partners should submit their drawings stapled together.  Each student should complete one view of their launcher.  Students can print their drawings on either 8.5x11 or 11x17 paper.
  • Dismantle their egg launchers in the shop.  Wood, screws and bolts are to be salvaged as much as possible.
  • Begin CAD11.  For this drawing, students were given a wood block.  After measuring all of the dimensions for this block, students were to draw a front, right side, and top view of this block on a single drawing.  One side of the block has "FRONT" written on it.
• Students are to return this Permission Slip, signed by their parents, on Wednesday.  This permission slip is written to cover all trips that will be taken for the remainder of the year at various times during the school day.  Should the class go somewhere beyond the Corvallis area, an additional slip will be sent home.  Most trips will be to either OSU or local businesses.

FRIDAY 12/18/09

• Students received a summary and wrap-up of the Timewise activity.

WEDNESDAY 12/16/09

• Red & Gray Groups carried out Timewise Simulation #2.  When not completing their simulation, each of these groups, as well as Green & Blue Groups, worked in the computer labs on CAD assignments:  CAD9, CAD10, and their egg launcher drawings.
• ALL STUDENTS WERE ASKED TO BRING THEIR WORKSHEETS FOR THE TIMEWISE ACTIVITY TO CLASS ON FRIDAY.  ADDITIONALLY, STUDENTS ARE TO SUBMIT A SUGGESTED IMPROVEMENT FOR THEIR TIMEWISE FACTORY THAT MIGHT IMPROVE THE EFFICIENTLY OF THEIR FACTORY.  FOR EACH SUGGESTION, STUDENTS ARE TO FULLY EXPLAIN WHY THEIR SUGGESTION WILL ADDRESS EACH TOPIC PRESENTED ON THE WORKSHEET.

MONDAY 12/14/09

• Green & BlueGroups carried out Timewise Simulation #2.  When not completing their simulation, each of these groups, as well as Groups, worked in the computer labs on CAD assignments:  CAD9, CAD10, and their egg launcher drawings.

FRIDAY 12/11/09

• Students worked within their groups to determine improvements that might be made to their Timewise factory.

WEDNESDAY 12/9/09

• Red & Gray Groups carried out Timewise Simulation #1.  When not completing their simulation, each of these groups, as well as Green & Blue Groups, worked in the computer labs on CAD assignments:  CAD9, CAD10, and their egg launcher drawings.

MONDAY 12/7/09

• All students received a brief introduction to some key terms for the Timewise simulation at the beginning of the class.
• Students were divided into four groups:  Timewise Groups.  Green & Blue Groups carried out Timewise Simulation #1.  When not completing their simulation, each of these groups, as well as Red & Gray Groups, worked in the computer labs on CAD assignments:  CAD9, CAD10, and their egg launcher drawings.

FRIDAY 12/4/09

• Professor Toni Doolen introduced the Timewise Activity as well as providing some background information how this activity relates to Industrial Engineering.  In completing this activity over the next two weeks you will hopefully acquire a good understanding of the discipline of industrial engineering.
• This is a PDF version of Professor Doolen's PowerPoint today:  Industrial Engineering & Timewise PowerPoint.

WEDNESDAY 12/2/09

• Students were walked through the assembly of the clocks that are to be used in OSU's Industrial Engineering's Timewise Activity that will formally be started on Friday.
• Following this initial activity, students were shown how to make orthographic drawings.  Students were given a worksheet that is to be returned completed on Friday.
• The remainder of the day was used by students to produce an A+CAD drawing of their egg launcher.  Each partner is to complete one view (either a front or a side view) of their launcher.  Partners should complete different views from one another so that both front and side views are submitted for this assignment.

MONDAY 11/30/09

•  A+CAD standards were reviewed.  Students were asked to create a checklist that should be used before any A+CAD drawing is turned in.  This reinforces some of the things that are already listed on this A+CAD DRAWING STANDARDS.
• These were the things that we discussed and should be on your checklists:
  1. Make sure your drawing is to scale.
  2. Make sure you utilize your CLASS dimension style that you defined within your template.
  3. Make sure you utilize your TEXT dimension style that you defined within your template.
  4. Make sure your dimensions are aligned with one another.
  5. Make sure that locations for your dimensions are correct as measured on your PRINTED page:
  6. The 1st dimension line should be located 3/4" away from the object.
  7. The 2nd dimension line should be located 3/8" away from the 1st dimension line.
  8. All text in the title block should be aligned and all be of the same size.
  9. Scale your dimensions so that they are the proper size on the printed page.
• In general, students should be using OSNAPS.  Students were reminded how to revise their templates and save changes.  How to anticipate the scale for your drawing before you start drawing was discussed as well.
• After this, half of the class re-worked CAD8 with Mr. Kirsch.  The other half of the class worked on CAD9 and CAD10 with Mr. Baldwin in the other computer lab. 

WEDNESDAY 11/25/09

•  Students were asked to reflect on the Egg Launcher Project. 

MONDAY 11/23/09

•  EGG LAUNCHER LAUNCH DAY!!!!

FRIDAY 11/20/09

• Students worked in the Materials Lab on their Egg Launchers.

WEDNESDAY 11/18/09

• Students worked in the Materials Lab on their Egg Launchers.  

MONDAY 11/16/09

• Students worked in the Materials Lab on their Egg Launchers.  Students were told to plan their launching for Monday, 11/23.

FRIDAY 11/13/09

• Students who worked on their fuel cell cars on Monday (Group B) finished this activity today.  Students are to complete these Fuel Cell Activity Questions and turn them in on Monday.
• Group A worked with Mr. Kirsch in the computer lab on A+CAD today.  CAD8 will be due for everyone on Friday, 11/20.  This group will not have any more class time to work on this activity.

MONDAY 11/9/09

• Group A worked with Mr. Kirsch in the computer lab.  Students were shown how to create ARRAYS.  CAD7 will be due at the end of the period on Friday for these students.  Group B worked on the fuel cell project with Mr. Baldwin.

FRIDAY 11/6/09

• Students who worked on their fuel cell cars on Wednesday (Group A) finished this activity today.  Students are to complete these Fuel Cell Activity Questions and turn them in on Monday.
• The half of the class who worked with Mr. Kirsch in the computer lab on Wednesday (Group B) continued to work on A+CAD today.  CAD8 will be due for everyone on Friday, 11/13.  This group will not have any more class time to work on this activity.

WEDNESDAY 11/4/09

• Students who worked on their fuel cell cars continued this activity today.
• The half of the class who worked with Mr. Kirsch in the computer lab on Monday continued to work on A+CAD today.  CAD7 was due at the end of the period for these students.

MONDAY 11/2/09

• Prof. Skip Rochefort with OSU's Chemical, Biological and Environmental Engineering Department made a presentation to the entire class on fuel cells.  These will be used to power race cars built by students.
• After the initial presentation, half of the class (Group B) worked with Mr. Kirsch in the computer lab.  Students were shown how to create ARRAYS.  CAD7 will be due at the end of the period on Wednesday for these students.  The rest of the students (Group A) worked on the fuel cell project.

WEDNESDAY 10/28/09

• All students worked in the computer labs, working on A+CAD assignments CAD7, CAD8, CAD9, and CAD10.

MONDAY 10/26/09

• All students worked in the computer labs, working on A+CAD assignments CAD7, CAD8, CAD9, and CAD10.

FRIDAY 10/23/09

• All students worked in the computer labs, working on A+CAD assignments CAD7, CAD8, CAD9, and CAD10.

WEDNESDAY 10/21/09

• Group B Students were shown how to create a drawing template on A+CAD.  Students were partially walked through these INSTRUCTIONS FOR MAKING YOUR A+CAD TEMPLATE (CAD6).  When finished with this, students were allowed to move on to CAD7, CAD8, CAD9 and CAD10.
• From now on, for all CAD drawings made in this class:
  • STUDENTS MUST USE THEIR TEMPLATE FILES.
  • STUDENTS MUST ABIDE BY ALL OF THESE A+CAD DRAWING STANDARDS.
• Students were instructed that CAD6 would be graded when CAD7 was turned in (since students are now to ALWAYS utilize their template file when making new drawings).
• Group A students continued to work on their egg launchers for the entire period.

MONDAY 10/19/09

• Group A Students were shown how to create a drawing template on A+CAD.  Students were partially walked through these INSTRUCTIONS FOR MAKING YOUR A+CAD TEMPLATE (CAD6).  When finished with this, students were allowed to move on to CAD7, CAD8, CAD9 and CAD10.
• From now on, for all CAD drawings made in this class:
  • STUDENTS MUST USE THEIR TEMPLATE FILES.
  • STUDENTS MUST ABIDE BY ALL OF THESE A+CAD DRAWING STANDARDS.
• Students were instructed that CAD6 would be graded when CAD7 was turned in (since students are now to ALWAYS utilize their template file when making new drawings).
• Group B students continued to work on their egg launchers for the entire period.

FRIDAY 10/16/09

• Group B Students continued to work upon their Egg Launchers in the Materials Lab.
• Group A Students continued the Reverse Engineering of a Diaper  activity.  Students completed Part III in the computer lab.  Mr. K discussed t-testing and statistical analysis at length.  The write-up portion of this activity is due on Monday.  The link to the activity includes both the yellow (page 1 and 2) and the purple (page 3 and 4) hardcopies that were used in class.
• Class Data for Diaper Lab.
• This is the Sample T-Test Data referred to my Mr. K.

WEDNESDAY 10/14/09

• Group B Students were given half of the period to complete the Diaper Lab write-up in the computer lab.  Students were shown how to plot their data and the meaning of some of their t-test results were discussed.  This write-up will be due at the beginning of the period on Friday.  For the second half of the period, students began to work on their egg launchers.
• Group A Students started the Reverse Engineering of a Diaper  activity in Mr. K's room with OSU engineering students.  Ideally, students will finish collecting data today.

WEDNESDAY 10/7/09

• Group A Students continued to work upon their Egg Launchers.
• Group B Students continued the Reverse Engineering of a Diaper  activity.  Students completed Part III in the computer lab.  Mr. K discussed t-testing and statistical analysis at length.
• Class Data for Diaper Lab.
• This is the Sample T-Test Data referred to my Mr. K.

MONDAY 10/5/09

• The class was divided into two groups (based on Egg Launcher pairs).  Group 1 worked in the Materials Lab with Mr. Baldwin on their Egg Launchers.
• Group B worked with three OSU engineering students (Katie Eichelberger, Nicole Shaw and one other) in a Reverse Engineering Activity.  After introducing themselves, the class guests introduced this Reverse Engineering of a Diaper.  Students completed Part 1 and Part 2 today.
• Group A Students read this handout on Diapers in preparation for the class activity.
• This activity is important; one of its goals is to help us see the differences between science and engineering.  While intimately and completely tied together, the two fields emphasize slightly different things.

FRIDAY 10/2/09

• Mr. George Swanson with OSU's College of Forestry and Wood Science was here to discuss with students possible career paths in Forestry and Wood Science as well as the engineering profession in general.

WEDNESDAY 9/30/09

• Dimensioning -- how to show measurements on drawings -- was discussed.  What you learn today from Mr. Baldwin and Mr. Kirsch will be required on all future A+CAD drawings that are submitted for this class.  The rules you learned for dimensioning are summarized here:  A+CAD Drawing Standards.  This document also has information pertaining to general characteristics for all A+CAD drawings you submit from this point on.
• Please note that when doing hand sketching, you are to abide by the A+CAD Drawing Standards as applicable.
• Following this presentation, students began work on their hand-sketches, using all of the proper dimensioning rules, for their Egg Delivery Systems.

MONDAY 9/28/09

• For the first half of the period, Group 1 worked on finishing their A+CAD assignments.  Group 2 dismantled their bridges and placed them back in the storage can.
• For the second half of the period, this Egg Delivery System Project was discussed with the class.  This will be the first design project in which students use the equipment and tools within the shop.

FRIDAY 9/25/09

• Group 2 worked with Mr. Baldwin on bridge building and shop safety.
• Group 1 continued working on A+CAD.

WEDNESDAY 9/23/09

• Students continued working on either A+CAD or the bridge project.  Students with Mr. K were shown more on using ESNAPS, specifying coordinates and line directions (either with absolute or relative coordinates), and how to print via a viewport from a layout tab.  Students were presented with assignments CAD4 and CAD5.

MONDAY 9/21/09

• Group 2 worked with Mr. Baldwin on bridge building and shop safety.
• Group 1 was introduced to A+CAD and began work on their initial assignment.

FRIDAY 9/18/09

• Students finished working on CAD1-CAD5 with Mr. Kirsch, or completed safety testing with Mr. Baldwin.

WEDNESDAY 9/16/09

• Students continued working on either A+CAD or the bridge project.  Students with Mr. K worked on assignments CAD1 -- CAD5.  These five assignments are due by Friday.
• The last of the three bridge groups with Mr. Baldwin was oriented on Materials Lab Safety Procedures.

MONDAY 9/14/09

• Students were reminded to submit their $15 materials fee to the school's cashier in the main office and to bring the receipt they receive to one of their instructors.  Also, students will need to obtain a pair of safety glasses.  These can be purchased from the instructors for an additional $1.   
• Students continued working on either A+CAD or the bridge project.  Students with Mr. K were shown more on using ESNAPS, specifying coordinates and line directions (either with absolute or relative coordinates), and how to print via a viewport from a layout tab.  Students are presented with assignments CAD4 and CAD5.
• One of the three bridge groups with Mr. Baldwin was oriented on Materials Lab Safety Procedures.

FRIDAY 9/11/09

• The course syllabus and contract were discussed as required.
• The class was divided into two groups.  Half of the class started to learn A+CAD in the computer lab with Mr. Kirsch (Group 2).  The other half of the class (Group 1) was further divided into three groups.  These groups were each tasked with constructing one of the three bridges built by last year's class using only the instructions left by last year's groups.  The point of both of these exercises is to help students understand how important, and difficult, it is to communicate technical information.  Students erecting the bridges were asked to document all the things that would make the instructions they were given better.  One of the three bridge groups with Mr. Baldwin was oriented on Materials Lab Safety Procedures.

WEDNESDAY 9/9/09

• Students were asked to respond to the following questions on a piece of paper.  This paper was collected:

1. Why are you taking this class?
2. What do you hope to learn from the class?
3. What is engineering?
4. What is Technology?
5. What is science?
6. What do you see yourself doing 10 years from now?

• Starting today, all students are to maintain a 3-ring notebook containing a journal.  These notebooks will be checked periodically.  These checks will be made unannounced so students must have their notebooks with them during every class period.  The following should go in your notebooks:
  • A daily journal for each class period comprised of three parts:
    • A brief description of what was worked on during the previous period.
    • All notes taken from the class period (at minimum, everything that gets written on the board) and a brief summary of what was done in class today.
    • What is due and when.  A list of assignments that are to be completed and dates on which they will be due.
• All handouts -- should be 3-hole punched and placed within the notebook.  Spiral notebooks are not acceptable for this class -- there is no means of keeping handouts and returned work together in an organized fashion.
• Notes from group work (designs, sketches, decisions)
• All returned work that has been graded (all work should be kept until the end of the year).  Should discrepancies arise in the online gradebook, changes will only be made if the graded, returned work is within the notebook.
• A note, initialed by one of your instructors, of extensions granted to students on assignments.  From now on, when late work is submitted and an extension has been granted, the assignment is to be turned in by hand to either instructor who will then ask to see the student's signed extension within their notebook.
• Time permitting, students were asked to log onto a computer in the computer lab and attempt to access the course syllabus.  Students reviewed the course syllabus and questions were answered.
• As homework for tomorrow, all students are to do the following six things:
  1. Open and read this Course Syllabus.
  2. Print the last page of the course syllabus.  After the student has printed, signed, and completed all missing information, students are to have their parents read and sign this as well.  This form is to be returned the next class period.
  3. Students are to email Mr. Kirsch (adam.kirsch@corvallis.k12.or.us) so that he and Mr. Baldwin can obtain a working email address for each student.  Students who do not have email -- please let one of your instructors know so that we can set you up with one.
  4. A parent of each student is to email Mr. Kirsch (adam.kirsch@corvallis.k12.or.us) so that he can obtain a working parent contact.  Email will serve as an important communication tool for teachers when communicating events and student progress to parents.
  5. Start obtaining the required materials listed on the course syllabus.  Some of these materials are available in the CV's student store The Max.

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                                                                                                                                                (since 10/2/09)