Floorplanner (EDU Version) 19-20 S1

Friday, September 20th Lesson Plan:

Standards:  AC-ADDI-4: Prepare residential floor plans.

4.1 Research and describe general codes related to floor plans.

4.2 Sketch to scale residential floor plans. 

4.3 Draw dimensioned floor plans using appropriate symbols.
4.4 Apply appropriate dimensioning rules. 
4.5 Incorporate aspects of sustainable and universal design. 
4.6 Demonstrate the use of the Computer-Aided Design (CAD) software related to residential floor plans problem solving.

Using the "AUTOCAD-Style" planning and layout tools in floorplanner.com student must create a floorplan for a "hypothetical" room.  The room must have the following items:

1. Walls: 10-feet high x 5-3/4" thick.  Any dimensions L x W.  Subdivided spaces can be created.

2. Entryway (Doors):  Must have at least one Exterior Door.  Interiors must have doorways, openings, or closet doors.

3.  Windows:  Windows should exist on all Exterior Walls

4.  Furniture:  Rooms should be furnished with at least one piece of furniture each.

5.  Flooring:  Please identify a floor pattern of some kind.

Projects should be viewed online as 2D and 3D renderings.  Please take at least 1 (Snipping Tool) image of each wall view, and an overhead view.  Upload Images into a file on Google Drive and SHARE the folder with me for credit.  

Learning to draw to scale, and create accurate floorplans is crucial if you are persuing a career in architecture, construction, or engineering.  Floorplanner has graciously allowed us to create an EDU account (and sub-accounts) for students here.  Once created, you will be able to follow the directions found on the website to create architectural drawings and floorplans.  This is an introduction to this type of drawing, and should not take the place of learning AutoCad or other brand-name architectural software if you continue to work in professional trades or careers.  Please review the tutorials listed below, and spend time in class learning to use the basic functions of this program.  You should be familiar with how to create walls, doors, windows, and place furniture.  You should also be able to render in both 2D and 3D to create images for inclusion in presentations.

"Floorplanner is the easiest and best-looking way to create and share interactive floorplans online. Whether you're moving into a new house, planning a wedding or reorganizing your living room, Floorplanner has the right tools for you. With Floorplanner you can recreate your home, garden or office in just a few clicks and furnish your plans with our huge library of objects." - Excerpt taken directly from https://floorplanner.com/

Click Here for Tutorials and Help

OBJECTIVE & STUDENT OUTCOMES

 Students will be able to Log-In, Create, Share and Collaborate with Google Drive and the Google Suite of Applications.  Students will learn how to create basic architectural drawings using the floorplanner.com online design tool.  Students will use class time to review the tools and capabilities of this application for future use in projects for this class.

Students will enter the class quietly and quickly.  Student will Log-In to Google and Open their Google Drive.  Students will participate in a class tutorial about accessing, creating and collaborating with the Google Suite of Applications.  Students will also learn to use the Windows-Based Snipping Tool!  Students will complete the lesson by Uploading and Sharing files for credit.  Once completed, students may work on CODE.ORG, Typing.com, Prodigy Math, Khan Academy, or other educational activities to help with RTII (See Link in the list to the right:  RTII MATH, ELA, READING)

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2018

CSTA Tied With Common Core ELA/Math rev. 2017

TinkerCad / Sketch-Up Introduction 19-20 S1

Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding. It's used by teachers, kids, hobbyists, and designers to imagine, design, and make anything!

Step 1:  Sign into Google Apps.

Step 2:  Create a Student Account on Tinkercad

Step 3:  Begin the Basic Tutorial

What is SketchUp for Schools?

SketchUp for Schools is the core SketchUp modeler now available in a web browser for any Primary or Secondary School signed up with G Suite for Education or Microsoft Education.

Integrated with Google Drive and Microsoft OneDrive

Works on Chromebooks or any Internet-connected computer

Available through the G Suite for Education Apps Marketplace or the Microsoft Education Store

Drawing To Scale for Design/Architectural Projects 19-20 S1

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:

Introduction to Scale Drawings (Youtube.com)

Virtual Nerd - Introduction to Scale Drawing

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.

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.

What Is Engineering? Picking A Research / Project Topic 19-20 S1

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

Design-An-App Project - U1L09 CS Discoveries 19-20 S1

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

• Warm Up (10 min)
• Introduce the Project
• Activity (150 min)
• Project Guide
• Wrap Up
• Presenting Apps
• Extended Learning
• Shark Tank

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.

RUBRIC: Where did you see Creativity, Collaboration, Communication, Problem-Solving,

and Persistence as you created your new Application?  Be prepared to show these in your

presentation as a self-critique with the class.  Use the Rubric Criteria below to refine your

ideas, and the final project prior to the presentation.

Criteria	Yes/No	Comments
The problem is well-defined, including a target audience, details of the problem, and how to tell it has been solved.
The app is clearly described including what it does and why someone would use it.
The outputs of the app are clearly described and could be used to address the problem.
The inputs of the app could be used to produce the outputs.
The way that the information is processed to produce the output is clearly described.
Stored information is listed and is appropriate for the functionality of the app.
The peer review provides useful and constructive feedback.
Peer review feedback has clearly been incorporated into the final version of the project.
The final presentation includes all information required by the project guide.

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