"Great" Room Design Project 18-19 S2

Students will demonstrate their understanding of the basics of design by designing their own "great room," using appropriate color schemes.  Students now have a basic background of interior design principles. They will apply what they have learned about drawing to scale, measuring for design, and space planning requirements & interior design by designing a room of their own.

Check out this cool site:  https://www.oneroomchallenge.com/

https://www.livingspaces.com/inspiration/3d-room-designer/builder

https://roomstyler.com/3dplanner

https://planner.roomsketcher.com/

https://freshome.com/10-best-free-online-virtual-room-programs-and-tools/

https://www.ikea.com/ms/en_US/customer-service/about-our-products/planning-tools/index.html

Students will:

• 1. learn about art as a profession as well as an a vocation.
• 2. practice measuring to scale.
• 3. convert actual to scale sizes.
• 4. learn to draw given lengths accurately.
• 5. integrate with a geometry unit in mathematics.
• 6. integrate with writing and computer technology by developing a precise description of their dream room.

1. Each student will select furniture for their "great room." They are to plan a pleasing layout and consider the traffic pattern.

2. A focal point should be identified.

3. Students are to color their room. They should include as many samples and pictures as possible to give a reasonable feel of the room.

Items should be downloaded/scanned to produce your final product.

Project Overview:  You are to choose a room in your own home to redesign.  This redesign will include the following details:

Flooring:  Carpeting, wood, panel, pre-fabricated, or tile?

Wall Covering/Paint:  How many gallons of paint, and what colors?  Do you need primer?  1-2 coats?  Per Gallon Square Footage will tell you how much to buy!  Wallpaper, or something else entirely?  Wainscote, panelling?

Window Treatments:  Curtains, blinds, etc.

Furniture:  Any furniture you might need for your new room.

Electronics:  Television, Cable versus Network/Internet Only, computer or laptop, how many remotes, audio componants, lighting (built in vs. lamps, etc.).  Heating/Cooling (vents vs. window/floor based units).

Additional Items as necessary:  These could include cieling fans, refrigerators/snack areas, or other specialty items.  Think about how you could best use space, and what you would want to be doing in this room.

New Windows/Doors if necessary.

GOAL:  You are the designer/salesperson and you need to have your parents (someone at home) approve your design, and the cost breakdown.  You do not need to estimate labor costs for this project.  We will assume, for sake of argument, that you are going to do all the work, with no major changes to electrical, structural, or plumbing.

Activity 1:  Pick a room in your home.  Talk to your parents about this (they are the customer), and get some ideas for how you would like to design it for them (or for you with thier approval).

Activity 2:  Measure The Room:  Draw a scale drawing of your room.  Make sure to include closets, dimensions, windows, doors, and openings. You also need to note exactly where outlets are, cieling hieghts, lighting, and other items.  Make sure your drawing is as detailed as possible.

Activity 3:  Transfer you drawing into FloorPlanner online.  Make sure to double-check your measurements in the digital version to your scale drawing.  You will use this tool to add furniture and other items as you design the room.

Activity 4:  GO SHOPPING:  You may do this in person (with your parent's permission), or online.  When shopping you must find each item you are putting in your new room.  Try to record dimensions for each item so you can enter them on Floorplanner. Obviously the items on floor planner will not be exactly like the items you find shopping, so you will need to add pictures to your presentation (see below).  Make sure to save images of all items chosen to include on your presentation.  You will also need quantity, item descriptions, and sources, in addition to pricing and delivery information.

Activity 5:  Create a Google Slides (Click for Template) presentation that outlines your designs, includes images of your room (prior to the changes), and screen shots of the design from FloorPlanner.com with images of the items you chose.  You must also include a breakdown of all your costs, and a final price for the items.

Using the REVIEW FORM (Click Here), you can present the Google Slides project to your parents, and have them give you feedback, along with their approval of this project.  You are also the salesperson for this.  See what it might take to "sell" your parents on the design.  You might need to take suggestions, and adjust your project more than once, before you get a final approval.  This is an important process to learn, not just for this project, but for life!

Design a Closet - Architectural Design / Space Planning Project 18-19 S2

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:

HDMODIFI.com (Primary Item Selection Site)

HDmodifi Specification Sheet (Click Here)

HDmodifi Pricing Sheet (Click Here)

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

https://www.youtube.com/watch?v=J2y9S_lrl-Y

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!

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.

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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.

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