High School Standards |
Newspaper Table: EDP
ASSIGNMENTS ARE LOCATED IN YOUR GOOGLE CLASSROOM.
PAPER TABLE INSTRUCTIONS
YOUR CHALLENGE Design and build a table out of newspaper AND masking tape. In this challenge
(1) follow the design process to build a sturdy table out of NEWSPAPER.
(2) make paper support more weight by changing its shape.
(3) figure out ways to keep the table legs from buckling.
Requirements:
Make it at least twenty (20) centimeters (cm) tall and strong enough to hold at least one of the provided books.
MATERIALS (per group of 2)
• 1 piece of cardboard or chipboard (approximately 8 ½ x 11 inches)
• heavy book(s)
• masking tape
• 8 sheets of newspaper
BRAINSTORM & DESIGN Look at your materials and think about the statements below.
1. Consider how you will make a strong table that will support the most weight possible out of newspaper and masking tape. This challenge uses newspaper and masking tape. Consider making tubes because it takes more force to crumple paper when it’s shaped as a tube.
2. Consider how to best arrange the newspaper to make a strong, stable table.
3. Consider how you will support the table legs to keep them from tilting or twisting.
4. Consider how you will level the top of the table to support the weight of a book.
BUILD, TEST, EVALUATE & REDESIGN Use the materials to build your table.
Once you have completed PAPER TABLE EDP PART 1: PREPARATION, you will test it by carefully setting a heavy book on it. When you test, your design may not work as planned. If things don’t work out, it’s an opportunity—not a mistake! When engineers solve a problem, they try different ideas, learn from mistakes, and try again. Study the problems and then redesign. For example, if:
• the tubes start to unroll—Re-roll them so they are tighter. A tube shape lets the load (i.e., the book) push on every part of the paper, not just one section of it. Whether they’re building tables, buildings, or bridges, load distribution is a feature engineers think carefully about.
• the legs tilt or twist—Find a way to stabilize and support them. Also check if the table is lopsided, too high, or has legs that are damaged or not well braced.
• a tube buckles when you add weight—Support or reinforce the weak area, use a wider or thicker-walled tube, or replace the tube if it’s badly damaged. Changing the shape of a material affects its strength. Shapes that spread a load well are strong. Dents, creases, and wrinkles that put stress on some areas more than others make a material weaker.
• the table collapses—Make its base as sturdy as possible. Also, a table with a lot of triangular supports tends to be quite strong. A truss is a large, strong support beam. It is built from short boards or metal rods that are arranged as a series of triangles. Engineers often use trusses in bridges, buildings, and towers.
DO NOT DISCARD THE COMPLETED TABLE. BE SURE YOUR NAME IS ON THE TABLE AND IT IS STORED AWAY. YOUR COMPLETED TABLE WILL BE TESTED IN FRONT OF THE ENTIRE CLASS.
The formula we will use will be:
Total Load Percentage (TLP) = Live Load (LL) divided by Dead Load (DL)
TL = LL / DL
This formula will determine the percentage of its own weight that the bridge can support compared to its own weight. These means less resources provides a higher percentage, but it must hold the weight of at least one book.
YOUR CHALLENGE Design and build a table out of newspaper AND masking tape. In this challenge
(1) follow the design process to build a sturdy table out of NEWSPAPER.
(2) make paper support more weight by changing its shape.
(3) figure out ways to keep the table legs from buckling.
Requirements:
Make it at least twenty (20) centimeters (cm) tall and strong enough to hold at least one of the provided books.
MATERIALS (per group of 2)
• 1 piece of cardboard or chipboard (approximately 8 ½ x 11 inches)
• heavy book(s)
• masking tape
• 8 sheets of newspaper
BRAINSTORM & DESIGN Look at your materials and think about the statements below.
1. Consider how you will make a strong table that will support the most weight possible out of newspaper and masking tape. This challenge uses newspaper and masking tape. Consider making tubes because it takes more force to crumple paper when it’s shaped as a tube.
2. Consider how to best arrange the newspaper to make a strong, stable table.
3. Consider how you will support the table legs to keep them from tilting or twisting.
4. Consider how you will level the top of the table to support the weight of a book.
BUILD, TEST, EVALUATE & REDESIGN Use the materials to build your table.
Once you have completed PAPER TABLE EDP PART 1: PREPARATION, you will test it by carefully setting a heavy book on it. When you test, your design may not work as planned. If things don’t work out, it’s an opportunity—not a mistake! When engineers solve a problem, they try different ideas, learn from mistakes, and try again. Study the problems and then redesign. For example, if:
• the tubes start to unroll—Re-roll them so they are tighter. A tube shape lets the load (i.e., the book) push on every part of the paper, not just one section of it. Whether they’re building tables, buildings, or bridges, load distribution is a feature engineers think carefully about.
• the legs tilt or twist—Find a way to stabilize and support them. Also check if the table is lopsided, too high, or has legs that are damaged or not well braced.
• a tube buckles when you add weight—Support or reinforce the weak area, use a wider or thicker-walled tube, or replace the tube if it’s badly damaged. Changing the shape of a material affects its strength. Shapes that spread a load well are strong. Dents, creases, and wrinkles that put stress on some areas more than others make a material weaker.
• the table collapses—Make its base as sturdy as possible. Also, a table with a lot of triangular supports tends to be quite strong. A truss is a large, strong support beam. It is built from short boards or metal rods that are arranged as a series of triangles. Engineers often use trusses in bridges, buildings, and towers.
DO NOT DISCARD THE COMPLETED TABLE. BE SURE YOUR NAME IS ON THE TABLE AND IT IS STORED AWAY. YOUR COMPLETED TABLE WILL BE TESTED IN FRONT OF THE ENTIRE CLASS.
The formula we will use will be:
Total Load Percentage (TLP) = Live Load (LL) divided by Dead Load (DL)
TL = LL / DL
This formula will determine the percentage of its own weight that the bridge can support compared to its own weight. These means less resources provides a higher percentage, but it must hold the weight of at least one book.
Points for Newspaper Table EDP:
Part 1: Imagine: 15 points.
Part 1: Plan: 15 points.
Part 2: Design: 30 points.
Time Management: 20 points.
Participation/Collaboration: 20 points.
Part 1: Imagine: 15 points.
Part 1: Plan: 15 points.
Part 2: Design: 30 points.
Time Management: 20 points.
Participation/Collaboration: 20 points.
engineering_design_process_rubric.pdf |
Water Rockets
Peruse the information from this provided link: water rockets
Technical Assembly Instruction Exploration and Research
ENGR-RDPM1 – Students will become proficient in the formal research techniques necessary to understand a technical problem.
(a) Develop a research plan and schedule.
(b) Collect research findings in an organized system.
(c) Choose appropriate sources from which to collect research data (Internet, technical journals, books, technical societies, university R&D, government documents, experts, etc.).
(d) Discriminate between relevant and irrelevant sources.
Conduct Research on how to effectively write technical assembly Instructions.
(a) Develop a research plan and schedule.
(b) Collect research findings in an organized system.
(c) Choose appropriate sources from which to collect research data (Internet, technical journals, books, technical societies, university R&D, government documents, experts, etc.).
(d) Discriminate between relevant and irrelevant sources.
Conduct Research on how to effectively write technical assembly Instructions.
Write it /Do it Gallery Walk - Critique
ENGR-RDPM1 – Students will become proficient in the formal research techniques necessary to understand a technical problem.
(a) Develop a research plan and schedule.
(b) Collect research findings in an organized system.
(c) Choose appropriate sources from which to collect research data (Internet, technical journals, books, technical societies, university R&D, government documents, experts, etc.).
(d) Discriminate between relevant and irrelevant sources.
Complete the Assignment posted to Google Classroom: Gallery Walk and Critique of Assembly Instructions. It is due Mar 1, 2016. Here are the 8th Grade Codes for Google Classroom, if needed:
Block 1: ru2s7k
Block 2: vg4ylp
(a) Develop a research plan and schedule.
(b) Collect research findings in an organized system.
(c) Choose appropriate sources from which to collect research data (Internet, technical journals, books, technical societies, university R&D, government documents, experts, etc.).
(d) Discriminate between relevant and irrelevant sources.
Complete the Assignment posted to Google Classroom: Gallery Walk and Critique of Assembly Instructions. It is due Mar 1, 2016. Here are the 8th Grade Codes for Google Classroom, if needed:
Block 1: ru2s7k
Block 2: vg4ylp
Engineering Week Design Challenge
DAY 3
TYPE OF ENGINEERING: STRUCTURAL ENGINEERING
LESSON: PAPER BRIDGE
Focus Standard:
MSENGR-EET-3: Students will explain the engineering design process.
a) Examine the engineering design attributes
b) Demonstrate the principles of research and design
Essential Questions
1. How do structural engineers help keep bridges safe?
LESSON
Although there are many types of bridges used around the world, the four most common are the beam bridge, arch bridge, suspension bridge, and the drawbridge. Each of these bridges works well for specific locations and situations, and it is up to the local engineers to decide which bridge is the best fit for the task at hand.
Rectangle shapes, such as those that are formed by beam bridges and the ground beneath them, tend to be the weakest of shapes. As weight is added to the top, the beam begins to sag in the middle, causing the top of the beam to undergo compression and the bottom of the beam to undergo tension. How can you use and fold your paper to reinforce a rectangle bridge so that it can support the greatest amount of possible weight?
Materials:
TYPE OF ENGINEERING: STRUCTURAL ENGINEERING
LESSON: PAPER BRIDGE
Focus Standard:
MSENGR-EET-3: Students will explain the engineering design process.
a) Examine the engineering design attributes
b) Demonstrate the principles of research and design
Essential Questions
1. How do structural engineers help keep bridges safe?
LESSON
Although there are many types of bridges used around the world, the four most common are the beam bridge, arch bridge, suspension bridge, and the drawbridge. Each of these bridges works well for specific locations and situations, and it is up to the local engineers to decide which bridge is the best fit for the task at hand.
Rectangle shapes, such as those that are formed by beam bridges and the ground beneath them, tend to be the weakest of shapes. As weight is added to the top, the beam begins to sag in the middle, causing the top of the beam to undergo compression and the bottom of the beam to undergo tension. How can you use and fold your paper to reinforce a rectangle bridge so that it can support the greatest amount of possible weight?
Materials:
- A sheet of paper for each student
- Use desks, a stack of books, or other items to create a 6” gap for bridges to span
- A small item from your classroom for you to place on student bridges as they finish (a box of paperclips, 10 pencils, expo markers, weights, etc)
write it / do it
1. DESCRIPTION: One student will write a description of an object (created from K'nex pieces) and how to build it, and then the other student will attempt to construct the object from this description.
A TEAM OF: 2
APPROXIMATE TIME: 3 (55) Minutes sessions.
THE COMPETITION:
DAY 1: BUILD YOUR STRUCTURE
DAY 2: WRITE INSTRUCTIONS FOR YOUR STRUCTURE
DAY 3: BUILD PARTNER'S STRUCTURE USING THERE INSTRUCTIONS
DAY 4: GALLERY WALK AND CRITIQUE OF STRUCTURES
a. DAY 1: A student builds a free-standing structure built from all the materials provided EXCEPT 10 pieces which MUST be returned to the bag. Their partner will do the same.
b. DAY 2: The students have 55 minutes to write a description of the STRUCTURE and how to build it. There will be no advantage to finishing early. Only numerals, words and single letters may be used.
Symbols, drawings and diagrams are not allowed, with the exception of common punctuation and editing symbols.
All abbreviations (not symbols) must be defined either at the beginning or when the abbreviation is first used. No prepared abbreviations on labels will be permitted.
c. DAY 3: The supervisor of the event will pass the description to the remaining team member who will take the description and attempt to recreate (build) the original object in twenty (55) minutes.
DAY 4: GALLERY WALK AND CRITIQUE.
SCORING:
a. The team that builds the object nearest to the original and has properly written instructions is declared the winner.
b. Points will be given for each piece of material placed in the proper connection and location compared to the model.
c. Pieces that are connected correctly beyond the incorrect connection will be counted in the score. No penalty will be assessed for parts that were not used. d. Scoring Violations: Use of diagrams or drawings will result in disqualification. A one percent (1%) penalty will be assessed for each minor infraction (e.g., unlabeled abbreviations or improper use of editing symbols or codes).
Scoring Example: If a team has seven infractions and the total possible score is 50, then the team score would be 46.5 = 50-[7(50x.01)]. e. Time for the construction phase will be used as a tiebreaker.
FOCUS STANDARDS:
Design
ENGR-STEM3 – Students will design technological problem solutions using scientific
investigation, analysis and interpretation of data, innovation, invention, and fabrication
while considering economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability constraints.
(a) Demonstrate fundamental principles of design.
(b) Design and conduct experiments along with analysis and interpretation of data.
(c) Identify and consider realistic constraints relevant to the design of a system,
component, or process.
A TEAM OF: 2
APPROXIMATE TIME: 3 (55) Minutes sessions.
THE COMPETITION:
DAY 1: BUILD YOUR STRUCTURE
DAY 2: WRITE INSTRUCTIONS FOR YOUR STRUCTURE
DAY 3: BUILD PARTNER'S STRUCTURE USING THERE INSTRUCTIONS
DAY 4: GALLERY WALK AND CRITIQUE OF STRUCTURES
a. DAY 1: A student builds a free-standing structure built from all the materials provided EXCEPT 10 pieces which MUST be returned to the bag. Their partner will do the same.
b. DAY 2: The students have 55 minutes to write a description of the STRUCTURE and how to build it. There will be no advantage to finishing early. Only numerals, words and single letters may be used.
Symbols, drawings and diagrams are not allowed, with the exception of common punctuation and editing symbols.
All abbreviations (not symbols) must be defined either at the beginning or when the abbreviation is first used. No prepared abbreviations on labels will be permitted.
c. DAY 3: The supervisor of the event will pass the description to the remaining team member who will take the description and attempt to recreate (build) the original object in twenty (55) minutes.
DAY 4: GALLERY WALK AND CRITIQUE.
SCORING:
a. The team that builds the object nearest to the original and has properly written instructions is declared the winner.
b. Points will be given for each piece of material placed in the proper connection and location compared to the model.
c. Pieces that are connected correctly beyond the incorrect connection will be counted in the score. No penalty will be assessed for parts that were not used. d. Scoring Violations: Use of diagrams or drawings will result in disqualification. A one percent (1%) penalty will be assessed for each minor infraction (e.g., unlabeled abbreviations or improper use of editing symbols or codes).
Scoring Example: If a team has seven infractions and the total possible score is 50, then the team score would be 46.5 = 50-[7(50x.01)]. e. Time for the construction phase will be used as a tiebreaker.
FOCUS STANDARDS:
Design
ENGR-STEM3 – Students will design technological problem solutions using scientific
investigation, analysis and interpretation of data, innovation, invention, and fabrication
while considering economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability constraints.
(a) Demonstrate fundamental principles of design.
(b) Design and conduct experiments along with analysis and interpretation of data.
(c) Identify and consider realistic constraints relevant to the design of a system,
component, or process.
Multiple Intelligences
Today you will take a personal inventory on your Multiple Intelligences.
Using the information you completed in research class, add these questions and responses to your project:
Useful links:
MI Link 1
MI Link 2
MI Link 3
MI Link 4
MI Link 5
Here is an example of my personal chart:
- Visit the site: MI Test
- Take the MI Test. - after taking the test DO NOT FORGET TO RECORD THE CODE.
- On a spearate sheet of paper answer the following questions based on the results of your personal MI Assessment.
- What is the Multiple Intelligence Inventory?
- What is your SECRET CODE?
- Make a small chart and write down the individual score in each category.
- After taking the test and getting my results, what does my personal Multiple Intelligence Inventory say about my individualized learning?
- Do you feel this MI test accurately described you? Provide a percentage from 0-100% on how accurate you feel it was.
- Explain why you feel this information would or would not be useful to your teachers.
- Make a chart that lists each of your classes in column one, then in column two provide a explanation about how your personal MI score affects your learning in that class. (do not be derogatory, but explain how the content and teaching style affects your personal learning style.
- Conduct research to determine which occupations/careers share your same strengths, rank the top 5 results from greatest to least.
- Conduct research to determine Which area Engineers would likely show strengths.
- Do a compasison of your strengths vs the strengths of Engineers. Elaborate on the validity of the comparison's ability to determine the likelihood of your success in that field.
Using the information you completed in research class, add these questions and responses to your project:
- What are some criticisms of MI Theory?
- How is MI Theory useful to educators.
Useful links:
MI Link 1
MI Link 2
MI Link 3
MI Link 4
MI Link 5
Here is an example of my personal chart:
Improving Memory
Exit Ticket:
How many of the items were you able to remember (in order) after looking at the list the first time?
How many items were you able to remember (in order) after using the mnemonic device, memory loci and visual memory?
What are the three basic types of human memory?
Which area of the brain is chiefly in charge of forming memories?
What are types of long-term memory?
What is the name of strategies that can be used to improve your memory?
Useful Link
http://www.human-memory.net/
How many of the items were you able to remember (in order) after looking at the list the first time?
How many items were you able to remember (in order) after using the mnemonic device, memory loci and visual memory?
What are the three basic types of human memory?
Which area of the brain is chiefly in charge of forming memories?
What are types of long-term memory?
What is the name of strategies that can be used to improve your memory?
Useful Link
http://www.human-memory.net/
Aeronautical Engineering (Aeronautics)
Investigating and making a boomerang
INVESTIGATING AND MAKING A BOOMERANG
Essential Questions
TASK: Using the Engineering Design Process: Design, Engineer, Build, Test and Redesign a Paper Boomerang with the provide materials and instructions.
MATERIALS:
Essential Questions
- How Do Engineers solve Problems?
- What are the criteria and constraints of a successful solution?
- How can one explain and predict interactions between objects and within systems of objects.
- How does a Boomerang work?
TASK: Using the Engineering Design Process: Design, Engineer, Build, Test and Redesign a Paper Boomerang with the provide materials and instructions.
MATERIALS:
- Paper
- Scissors (optional)
Paper Boomerang Resource Sites:
- http://www.origami-instructions.com/origami-boomerang.html
- http://www.wikihow.com/Make-a-Paper-Boomerang
- http://www.instructables.com/id/Origami-Boomerang/
- http://www.instructables.com/id/PAPER-BOOMERANG/
- http://www.instructables.com/id/The-best-Paper-BOOMERANG-ever-made/
- http://amiel.chez.com/boom/boruk.html
- http://origami.lovetoknow.com/about-origami/how-make-paper-boomerang
Straw Rockets
WATCH VIDEO ABOVE: NASA STRAW ROCKET CONSTRUCTION
NASA STRAW ROCKETS
Essential Questions
LESSON
TASK: Design, Engineer, Build, and Test a Straw Rocket that will be propelled with air, use the provided materials and instructions.
You will need to build and test your rocket today.
MATERIALS:
Additional help can be found using this design as a guide:
NASA STRAW ROCKETS
Essential Questions
- How Do Engineers solve Problems?
- What are the criteria and constraints of a successful solution?
- How can one explain and predict interactions between objects and within systems of objects.
- What is Aerospace Engineering?
- What is Aeronautics?
LESSON
TASK: Design, Engineer, Build, and Test a Straw Rocket that will be propelled with air, use the provided materials and instructions.
You will need to build and test your rocket today.
MATERIALS:
- Sheet of 8.5 x 11 paper (white or colored)
- Adhesive tape
- Scissors
- Ruler
- Meter stick or tape measure
- Fat, round pencil or dowel
- Drinking straws
Additional help can be found using this design as a guide:
straw_rockets.pdf |
Hoop Gliders
HOOP GLIDER
Essential Questions
LESSON
Build a working prototype of a Hoop Glider that can travel for the greatest distance. Examine what keeps the glider in the air and the relationship between: LIFT, WEIGHT, THRUST and DRAG.
TASK: Determine Problem, Determine Criteria and constraints, Brainstorm Possible Solutions, Generate Ideas, Explore Possibilities, Select an Approach
MATERIALS:
Homework: Complete EDP2 on this task: two to three sentences for each step of EDP2.
More information at:
Museum of Science: Hoop Glider
https://prezi.com/ccu1oaj6gp6m/hoop-gliders/
hoop glider instructable
Essential Questions
- How Do Engineers solve Problems?
- What are the criteria and constraints of a successful solution?
- How can one explain and predict interactions between objects and within systems of objects.
- What is Aerospace Engineering?
- What is Aeronautics?
LESSON
Build a working prototype of a Hoop Glider that can travel for the greatest distance. Examine what keeps the glider in the air and the relationship between: LIFT, WEIGHT, THRUST and DRAG.
TASK: Determine Problem, Determine Criteria and constraints, Brainstorm Possible Solutions, Generate Ideas, Explore Possibilities, Select an Approach
MATERIALS:
- Paper Strips
- Masking Tape
- Drinking Straws
- Scissors (optional)
Homework: Complete EDP2 on this task: two to three sentences for each step of EDP2.
More information at:
Museum of Science: Hoop Glider
https://prezi.com/ccu1oaj6gp6m/hoop-gliders/
hoop glider instructable
Careers and Education Research
Create a map mind of your classes that is connected to careers for each class taken.
The flow needs to be:
Class (topics, hard skills, soft skills) → High school (facts: requirements, focal area) → College (facts: cost, relevant major, location, requirements) → Career (soft skills, hard skills, salary, working hours, location).
- For Each class, include the main topics that you have learned this year.
- Make connections between classes.
- Include Characteristics of the class, such as: requires attention to detail, mathematical calculations, APA citation knowledge, etc.
- Include soft skills required for the classes.
- Include a connected SCCPSS specialty high school that is related to each class. Essentially, if you had a strong interest in the content of that class, which high school could help cultivate that interest?
- For each career, be sure to include educational requirements, salary, and work hours for the connected careers.
- For each career, include soft skills required.
- For each career, be sure to include characteristics of the career, such as: requires attention to detail, mathematical calculations, APA citation knowledge, etc.
- When you are done, highlight the classes and careers that interest you.
The flow needs to be:
Class (topics, hard skills, soft skills) → High school (facts: requirements, focal area) → College (facts: cost, relevant major, location, requirements) → Career (soft skills, hard skills, salary, working hours, location).
An Hour of Code
- Navigate to www.code.org
- Choose the LEARN tab
- Choose CODE STUDIO
- Pick STUDENT SIGN UP
- Display Name: Last name and first initial
- EMAIL: school email
- Once signed up, ADD me as a TEACHER: CODE = GTDVOH
- Complete the 15 parts of STAR WARS Coding.
EDP: Sculpture of an Elephant
engineering_design_process_worksheet.pdf |
The Engineering Design Process
1. ASK: What is the Problem:
Can I make a life-like 3-D sculpture of an elephant using materials provided the Engineering teacher.
Materials
1. ASK: What are the requirements?
1. ASK: What are the constraints?
1. ASK: What is the Problem:
Can I make a life-like 3-D sculpture of an elephant using materials provided the Engineering teacher.
Materials
- Masking tape
- Foam
- Cardboard
- Mousetrap Car Parts
1. ASK: What are the requirements?
- Due January 15, 2016.
- Need to be life-like.
- Needs to be scaled properly.
- Need to use the materials provided to me.
1. ASK: What are the constraints?
- TIME
- MATERIAL
- NUMBER OF PEOPLE IN THE GROUP
- REALISM OF THE SCULPTURE
- COLOR OF THE PROVIDED MATERIALS
- TEXTURE OF PROVIDED MATERIALS
- ADHESIVE MATERIALS PROVIDED
Rubric for final Elephant Sculpture
Name:_________________________________ Project:__________________________
Student Teacher
Points Points
1. Design Criteria (20 points) _______ _______
a) Planned carefully, made sketches
b) Understanding and deliberate use
of elements and principles of art
2. Originality & Creativity (20 points) _______ _______
a) Experimentation with several
interpretations
b) Unusual solution to problem
3. Technique (30 points) _______ _______
a) Unique experimentation with medium
b) Skillful use of the material
c) Consistent handling of medium
throughout the project
4. Background Treatment (10 points) _______ _______
a) Definite thought given to background
b) Texture or pattern enhances the
unity of the work
5. Effort & Perseverance (20 points) _______ _______
a) Follows directions carefully
b) On-task for entire class period
c) Project was successfully
completed
d) Work handed in on time -
Adheres to deadlines
TOTAL: _______ _______
Three-dimensional Art Rubric
Name:________________________ Project:______________________
Student Teacher
Points Points
1. Sculptural Criteria (20 points) _______ _______
a) Planned carefully, made sketches
or maquettes
b) Understanding and deliberate use
of SUBLIME principles
2. Originality & Creativity (20 points) _______ _______
a) Experimentation with several
interpretations
b) Unusual solution to problem
3. Technique (30 points) _______ _______
a) Unique experimentation with
medium
b) Skillful use of the material
c) Consistent handling of material
throughout sculpture
4. Surface Treatment (10 points) _______ _______
a) Definite thought given to texture
b) Surface enhances the unity of
the sculpture
5. Effort & Perseverance (20 points) _______ _______
a) Follows directions carefully
b) On-task for entire class period
c) Project was successfully
completed
d) Work handed in on time -
Adheres to deadlines
TOTAL: _______ _______
- See more at: http://www.incredibleart.org/files/Rubric3.htm#sthash.qNHEkrGL.dpuf
Student Teacher
Points Points
1. Design Criteria (20 points) _______ _______
a) Planned carefully, made sketches
b) Understanding and deliberate use
of elements and principles of art
2. Originality & Creativity (20 points) _______ _______
a) Experimentation with several
interpretations
b) Unusual solution to problem
3. Technique (30 points) _______ _______
a) Unique experimentation with medium
b) Skillful use of the material
c) Consistent handling of medium
throughout the project
4. Background Treatment (10 points) _______ _______
a) Definite thought given to background
b) Texture or pattern enhances the
unity of the work
5. Effort & Perseverance (20 points) _______ _______
a) Follows directions carefully
b) On-task for entire class period
c) Project was successfully
completed
d) Work handed in on time -
Adheres to deadlines
TOTAL: _______ _______
Three-dimensional Art Rubric
Name:________________________ Project:______________________
Student Teacher
Points Points
1. Sculptural Criteria (20 points) _______ _______
a) Planned carefully, made sketches
or maquettes
b) Understanding and deliberate use
of SUBLIME principles
2. Originality & Creativity (20 points) _______ _______
a) Experimentation with several
interpretations
b) Unusual solution to problem
3. Technique (30 points) _______ _______
a) Unique experimentation with
medium
b) Skillful use of the material
c) Consistent handling of material
throughout sculpture
4. Surface Treatment (10 points) _______ _______
a) Definite thought given to texture
b) Surface enhances the unity of
the sculpture
5. Effort & Perseverance (20 points) _______ _______
a) Follows directions carefully
b) On-task for entire class period
c) Project was successfully
completed
d) Work handed in on time -
Adheres to deadlines
TOTAL: _______ _______
- See more at: http://www.incredibleart.org/files/Rubric3.htm#sthash.qNHEkrGL.dpuf
Recipe for Success!
Assignment - by the end of class
Name three school choices in order of preference, then:
Assignment - by the end of class
Name three school choices in order of preference, then:
- Name speciality program at each school.
- Briefly describe each program.
- Why are interested in each program.
- What type(s) of profession can these schools lead to?
- Name the requirements for that school.
- Do you meet the requirements?
Solar-Powered Cars
PROBLEM: how can we engineer solar-powered devices that are more economical and more efficient?
11/23/2015: Complete a solar power mind map, consider the following terms:
Solar power glossary
11/24/2015: Refine Mind map
11/30:2015: Answer the following Questions - turn in by the end of class on a sheet of paper
11/23/2015: Complete a solar power mind map, consider the following terms:
Solar power glossary
11/24/2015: Refine Mind map
11/30:2015: Answer the following Questions - turn in by the end of class on a sheet of paper
- Who are all the member of group (FULL NAMES)
- What type of software are you going to use to do your presentation?
- Begin illustration of the solar powered car.
- Use provided graph paper or complete this digitally.
- Begin research for project.
- State the PROBLEM AND THE PURPOSE OF THIS PROJECT
- Is solar-power expensive?
- Is solar-power efficient?
- What do you propose to help with this problem?
- What are non-renewable resources/renewable resources?
- What is solar energy?
- solar vs wind
- solar vs fossil fuel
- How do solar cells work [technical]
- need computer or hand drawn illustration.
- labels
- explanation
- pros/cons
- cost
- need computer or hand drawn illustration.
- 12/15/2015: Solar Powered Car illustration
- Using the provided NEWSPRINT, illustrate your solar-powered car (every student is responsible for completing an illustration). The illustration needs to include the following parts:
- Paper needs to be positioned LANDSCAPE.
- TITLE "Solar-powered car illustration" needs to be centered across the top of the paper.
- 3 perspectives: TOP VIEW, SIDE VIEW, AND FRONT VIEW: any other views are optional.
- Illustrate YOUR CAR.
- Include Labels for the following parts:
- Chassis (wood base)
- Solar cell
- Motor
- Gears
- Straws (axle sheath)
- Wheels
- Washers
- Wires
- Draw a close up DIAGRAM of your Electrical Circuitry and label the parts:
- Series or Parallel Circuit
- Current: include an arrow that shows the direction of flow
- Wire
- Power Source
- Load (Resistor)
- Using the provided NEWSPRINT, illustrate your solar-powered car (every student is responsible for completing an illustration). The illustration needs to include the following parts:
Solar-Powered Car Presentation Rubric |
Catapults
11/20/2015
- Using the provided supplies only (two types of craft sticks, masking tape, and stirrers) construct a working catapult.
- This is an individual project.
- Using your school device, do some preliminary research and decide on the type of catapult and write down the type on a sheet of paper, you will need this next week.
- You must complete the catapult by the end of class, use your time wisely.
- ONCE YOU HAVE COMPLETED YOUR CATAPULT, NOTIFY ME TO RECEIVE A REQUIRED PROJECTILE AND FOR A PHOTO OF YOUR ENGINE.
- After construction of the catapult, using your school issued device, capture three images of your completed catapult (top view, side view, and front view). Do not delete these images, you will need them later.
- You will be completing a sketch of your completed catapult on Monday.
Vex - Clawbot Assembly Instructions and Checkpoints.
ALL INSTRUCTIONS ARE BASED ON THE OFFICIAL VEX CLAWBOT INSTRUCTIONS
- Checkpoint 1 - 10/16/2015- collect all quantified materials for assembly and have them in your VEX box.
- Checkpoint 2 - 10/20/2015 - complete steps 1-3.
- Checkpoint 3 - 10/23/2015 - complete steps 4-8
- Checkpoint 4 - 10/26/2015 - complete steps 9-11
- Checkpoint 5 - 10/28/2015 - complete steps 12-14
- Checkpoint 6 - 10/30/2015 - complete steps 15-18
- Checkpoint 7- 11/2/2015 - complete steps 19-20
- Checkpoint 8 - 11/6/2015 - complete steps 21-25
- Checkpoint 9 - 11/9/2015 - complete steps 26-27