Floorplanner (EDU Version) 18-19 S2

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

Design Layout - Rough Sketch to Scale Drawing 18-19 S1

Today will will extend out learning about Drawing-To-Scale by making some Rough Sketches of rooms in our school.  Please take a moment to review the instructions about Drawing-To-Scale from yesterday.  Watch the video below to help you understand how to create a Rough Sketch of a room prior to designing for that space:

When you have reviewed the information, use a blank piece of paper to create a sketch of our Technology Room.  Once you have recorded the "rough dimensions" then use graph paper to create a scale drawing.  See how accurate you can be, and make sure to list the scale you are working in.  Turn in your work for review.  If you get done early, you can work on a Rough Sketch of all the rooms around the Technology Lab for practice.  Turn in both worksheets for review and credit.

HOMEWORK:  Tonight you should try to visit a home improvement store (Lowes, Home Depot, True Value, or a kitchen & bath store) and look at some of the documents that are available to help you design specific spaces.  Choose one type of document, and with the permission of your parents, and the owners of the store, take the documents home and work on a closet in your home.  Make sure to use a tape measure to measure all the dimensions in the closet.  Your next task will be to redesign a closet (at home, or at school).  You can choose any design elements you wish.  You must design, price, and report on what the project will cost, and an estimate of the time and materials you will use.  We will be expanding on each of these requirements next week during class, and scaffolding the steps of this project so everyone can keep up.  Let me know if you have any questions.  Remember to follow the Problem Solving Steps we outlined in the beginning of the program. Define the Problem, Prepare a Solution, Try to Solve it, and Reflect on all steps and at the completion of the project.  Have fun with this project.

Drawing to Scale & Basic Proportions 18-19 S2

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.

Design-An-App Project - U1L09 CS Discoveries 18-19 S2

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.

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

Plan A Trip Project Presentations - U1L01 Problem-Solving Process 18-19 MP2

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.

CSD: The Problem Solving Process U1L03 18-19 S2

Code.Org Discoveries (Middle School Curriculum)

- Please go to Code.Org/join and enter the following codes to join the classes:
- Once you have joined the classes, please complete the student pre-course survey!

MXNQZW

MYNMLB

Objective

In this lesson students apply the problem solving process to three different problems in order to better understand the value of each step. They will solve a word search, arrange seating for a birthday party, and plan a trip. The problems grow increasingly complex and poorly defined to highlight how the problem solving process is particularly helpful when tackling these types of problems. The lesson concludes with students reflecting on their experience with the problem solving process. They will justify the inclusion of each step and will brainstorm questions or strategies that can help them better define open-ended problems, as this is often the most critical step.

This lesson will likely take two class periods or more to complete. The first two problems may fit into a single class period but the third will need to be moved to a second day.

Purpose

This lesson provides students with more practice with the problem solving process in a variety of contexts. It highlights the fact that the problem solving process is particularly helpful when approaching poorly defined problems. The final brainstorm of the lesson provides students with some strategies and questions they can ask to better define problems for themselves, since this is often the most critical step. The problems seen in this lesson also help to drive a discussion in the following lesson about the types of problems that computers are well-suited to solve.

Agenda

• Warm Up (5 min)
• Setting the Stage
• Activity (75 min)
• Solving Problems
• Wrap Up (20 min)
• Understanding the Problem Solving Process

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.

SOS.FBI.GOV / NSTEENS CHALLENGE

Today you will work on the FBI SOS Program. Please go to the link below and follow the instructions on the Student Section. You must work on each task in the 7th or 8th Grade Section. You will have time in class to finish some of the levels. 

Wednesday, when you feel you have gone through all the levels, you must ask me for a code to take the QUIZ! You will receive a grade for the QUIZ and I will be notified when you have completed the program.  If you do not complete this program, and finish the quiz, prior to the end of the Marking Period, you will take a zero on this project. Take your time and Good Luck! -Mr. S

https://sos.fbi.gov/

When You Are Done:

1.  Go to NSTeens.org and take the CHALLENGE (CLICK HERE)

Both the SOS.FBI.GOV QUIZ and the NSTeens CHALLENGE are graded tasks for class!    The SOS.FBI.GOV Quiz is worth up to 100 points, and the NSTeens Challenge (Certificate must be emailed by student, directly from the NSTeens Challenge Final Page, to Mr. S at hscribner@ccs.us for credit) is worth 50 points. 

IMPORTANT NOTE: For NSTeens Challenge students must put their FULL NAME on the Certificate for Credit prior to emailing it to me!  

OBJECTIVE & STUDENT OUTCOMES

 Students will begin to understand vocabulary and themes about Internet Safety & Security.  Students will work with online resources to identify ways to protect themselves and others online, become better digital citizens, and to monitor online behavior at home.

STUDENTS MUST READ ALL DIRECTIONS ON THIS WEBSITE

PRIOR TO STARTING ANY ASSIGNED TASKS.

Students will enter the class quietly and quickly.  Students will go to SOS.FBI.GOV and begin working on grade-specific levels.  Students will complete each section of the online tutorial individually and at their own pace.  Students will also follow and take the NSTEENS CHALLENGE online and submit a Certificate of Completion to the instructor via GMAIL.