Friday, September 22, 2017

Design A Closet - Architectural Scale / Space Planning Project


Today we will be learning about how to use our previous lesson (Drawing To Scale) to help us plan to use the space in a closet more efficiently.  Using our knowledge of measurement, math, and utilizing basic tools, we will measure and create a Closet Design System that might be sold at a local home improvement store.  We will measure a closet here at school, and work on the design together.  We will define some of the new terms that we should be using throughout the project, and we will sketch a scale representation of our design.  We will use readily available product specifications from brochures and online sources to design and price our closet organization systems.  Once we understand the basic idea and methods of this process, you will then be required to independently measure, design and present a project from your own home.  You will be given time in class to complete this project.  The lessons learned from this project will help you with our future Room Design Project.  Please use the following website as a reference:




For More Information here is a video about some choices from Home Depot:  

If you are interested in learning more about interior design, and the software application we will be using for a future project (Room Design), please go to the Google Apps Web Store and look for FloorPlanner.  I have already set up accounts for each of you to start designing your spaces.  We will be creating new classroom layouts for some of the teachers in our building.  Have Fun!




Monday, September 18, 2017

Drawing To Scale for Design/Architectural Projects

Today we will be working on Drawing To Scale and Basic Proportions as an introduction to Architectural Design.  Please take a few moments to learn about this by watching the following videos:













BASIC PROPORTIONS (http://www.basic-mathematics.com/scale-drawings.html)
Since it is not always possible to draw on paper the actual size of real-life objects such as the real size of a car, an airplane, we need scale drawings to represent the size like the one you see below of a van.

Van image


In real-life, the length of this van may measure 240 inches. However, the length of a copy or print paper that you could use to draw this van is a little bit less than 12 inches

Since 240/12 = 20, you will need about 20 sheets of copy paper to draw the length of the actual size of the van

In order to use just one sheet, you could then use 1 inch on your drawing to represent 20 inches on the real-life object

You can write this situation as 1:20 or 1/20 or 1 to 20

Notice that the first number always refers to the length of the drawing on paper and the second number refers to the length of real-life object

Example #1:

Suppose a problem tells you that the length of a vehicle is drawn to scale. The scale of the drawing is 1:20

If the length of the drawing of the vehicle on paper is 12 inches, how long is the vehicle in real life?

Set up a proportion that will look like this:



Do a cross product by multiplying the numerator of one fraction by the denominator of the other fraction

We get :

Length of drawing × 20 = Real length × 1

Since length of drawing = 12, we get:

12 × 20 = Real length × 1

240 inches = Real length


Example #2:

The scale drawing of this tree is 1:500

If the height of the tree on paper is 20 inches, what is the height of the tree in real life?



Set up a proportion like this:


Do a cross product by multiplying the numerator of one fraction by the denominator of the other fraction

We get :

Height of drawing × 500 = Real height × 1

Since height of drawing = 20, we get:

20 × 500 = Real length × 1

10000 inches = Real height

DRAWING TO SCALE (http://www.probuildersslo.com/scale)
The whole idea behind creating a scale drawing is to keep the objects in the drawing proportionately accurate in relation to each other. By using a measuring device called a scale you can create accurate drawings of very large objects on a standard size piece of paper.

Scales Used to Create a Design Drawings
1:4 Scale pronounced: "One Quarter Scale" or One Quarter aSize.
1/4 inch on the scale = 1 unit on the object being drawn.


By extension, if we use 1/4“ graph paper, one 1/4” block can equal one inch, one foot, one mile, one light year etc. For architecture, 1/4“ usually equals 1’ (1/4 inch = 1 foot). Scaling is really up to you but be consistent with all measurements and dimensions otherwise the end result will be useless. Always note what the scale you used on the drawing and whenever possible use industry standard scales.

Engineering and Architectural Scales (in this case the word scale is being used as a noun referring to a type of measuring device) are made in a triangular form so that they can be marked with different scale ratios for versatility. Typically, a triangular scale has 12 different ratios on it - 6 on each end and related ones (like 1/4 and 1/8 for instance) interlace in opposite directions without interfering with each other. Below is what an Architectural Scale looks like.

How to Use Them
The scales on the Architectural Scale (isn’t it nice the way they make explaining this so easy:) are all related to measurements in feet and inches. Above is a representation of 1/4 scale. One quarter inch equals one foot. Notice that at the beginning of the scale the first 1/4” is divided into 12 subdivisions, one for each inch in a foot. Notice also that the ”0“ point starts after the initial smaller subdivisions. Watch out for that. If you don’t remember that the zero mark is not at the beginning of the scale you will end up with an inaccurate drawing. It is set up that way to make it easy to layout feet and inches - like 4’ 6”. The 4’ would use the main part of the scale and the 6“ would use half of the inches designation on the end. That makes laying out a drawing very easy. By using 1/4” graph paper you will greatly reduce your drawing time. The Architectural Scale will help you with the inch measurements on your design drawing.

For initial design layouts, accuracy to 1 inch is good enough. The contractor and cabinet maker will measure much more accurately, of course, but for your design drawing one inch is usually just fine.





Friday, September 15, 2017

What Is Engineering? Picking A Research / Project Topic


 

We will be discussing the Project / Research Topic decision making process today.  You will have a better idea of how to choose a topic, and what Engineering is all about!  Please watch the following video first:

https://www.youtube.com/watch?v=bipTWWHya8A

Here is the link to the presentation from today's class to help you decide what research / Project topics to choose as we move forward:

https://docs.google.com/presentation/d/1UdINHgCwChLoqy7geoazBOKbq58Ste3CHAdNRzDgzf4/edit?usp=sharing

When we are done with the presentation, you will begin your research process to complete the PROJECT FORM listed to the right (Critical Links Section).

Here is a fantastic resource for Middle School level RESEARCH:  http://www.galepages.com/pl4170
See Me For Password Information!

You will need to get your projects approved prior to beginning them.  Next week we will be learning about websites, HTML and CSS.  You will be learning to code your own personal websites.  Eventually you will create websites about your projects and topics!

Good Luck!

-Mr. S

Thursday, September 7, 2017

Design-An-App Project - U1L09 CS Discoveries

Overview

To conclude their study of the problem solving process and the input/output/store/process model of a computer, students will propose an app designed to solve a real world problem. This project will be completed across multiple days and will result in students creating a poster highlighting the features of their app that they will present to their classmates. A project guide provides step by step instructions for students and helps them organize their thoughts. The project is designed to be completed in pairs though it can be completed individually.

Purpose

This project combines the two major themes of Unit 1, problem solving, and the input-output-store-process model of a computer. This project ties both themes to a broader goal of identifying real world problems and finding ways to use technology to help solve them. Students collaborate in the creation of their app and also take part in a structured peer review process that they will see many more times throughout the course. This project should be a fun and creative experience as well, and gives students a chance to tie the field of computer science to their own interests and ambitions.

Agenda

CSTA K-12 Computer Science Standards


AP - Algorithms & Programming
  • 2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
  • 2-AP-15 - Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
  • 2-AP-18 - Distribute tasks and maintain a project timeline when collaboratively developing computational artifacts.
CS - Computing Systems
  • 2-CS-02 - Design projects that combine hardware and software components to collect and exchange data.


If you are interested in licensing Code.org materials for commercial purposes, contact us.

Tuesday, September 5, 2017

Plan A Trip Project Presentations - U1L01 Problem-Solving Process

Students will spend time in class presenting their "Plan A Trip" Projects to the group.  Students will be asked to show the Problem Solving Steps, and how they were used to create a plan for a class trip.

Plan a Trip Project

Students will need to work online for this problem to use Google Maps - Website or some other tool that will allow them to plan a road trip.
Demonstrate: Move the class on to the Plan a Trip problem. Each member of the group will individually be developing a plan for a trip that follows criteria they'll develop as a team. Before sending groups off you'll want to demonstrate how the tool they're using will work. A good set of steps to show them might be.
  • Find your school on the map.
  • Search for something familiar to students close to the school.
  • Generate directions from the school to the other location, choosing the method of travel (walking/bus/car/etc.)
  • Highlight where the tool shows the total time of the trip
Integrating the Problem Solving Process: This problem is intentionally very open-ended and in fact has students develop the criteria they'll use to measure success. This problem does the best job of highlighting all 4 steps of the process and walks students more intentionally through the Define, Prepare, Try, and Reflect stages.

CSTA K-12 Computer Science Standards  

AP - Algorithms & Programming
  • 1B-AP-08 - Compare and refine multiple algorithms for the same task and determine which is the most appropriate.
  • 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
  • 1B-AP-13 - Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation and review stages of program development.

If you are interested in licensing Code.org materials for commercial purposes, contact us.

CSED Week 2018 Padlet

Made with Padlet