From Locker to lock up reaction paper

October 25- 28, 2010

Design and Drawing for Production classes

Architecture Class

Instructions: Last week, your assignment was to read the Article: From locker to Lockup. You will use this article as the theme for your reaction paper

1. Please open a Microsoft word doc
2. Save the doc in your Z drive as your name locker to lockup (Example: Mike locker to lockup)

You are to write a minimum of 250 words giving your reaction to this article and the story of Phoebe Prince. Here are some questions to consider if you need help getting started:

• Should bullying be made illegal?
• What is the difference between bullying and harassment?
• What role did the media play in forming public opinion about this case?

What did the Online magazine Slate.com discovery about Phoebe? (click here and read)

How you will write this paper in gw3: You have 70 minutes to write, edit, and print your paper. At the same time, students will be presenting their product evolution power points. When a student is ready to present, you will be asked to stop writing, turn off your monitor, and listen to the speaker. When the speaker is finished, you will resume your paper.

DDP and Architecture Home Work for the week of October 18-22

Please read the article from the October 11, 2010 issue of Newsweek(click on the title): From Lockers to Lockup by Jessica Bennett

On Monday and/or Tuesday (October 25 and 26), you will be given 45 minutes in class to write a 250 word reaction paper to this article.

DDP Paper Airplane Problem

DDP Blocks 3 and 4

October 4, 2010

Problem statement: After watching the Flight of the Gossamer Condor, I realized that there was much I did not know about flight and how it works. My problem is that the lack of knowledge in this field is preventing me from full understanding of the challenges that the design team of the Gossamer Condor had to face.

Design Statement: Design, make, and test a paper airplane that can be adjusted or modified in order to fly as far as possible and stay in the air as long as possible.

Constraints:

Time:

• 1 class block to research, make and test
• 1 class block to do final test and submit documentation

Materials:

• 4 *sheets of recycled paper for researching different design solutions
• One Paper Clip
• Masking tape
• Strips of balsa wood (one piece 2” X 12”)
• One of the following (you must choose for your final design!)
• A sheet of card stock
• A sheet of vellum
• A sheet of Mylar
• A sheet of High quality printer paper

*all sheets are approximately 8.5” x 11”

Documentation: Your group is to produce one printed power point that follows the Project Lead the Way Design Process:

• Defining the problem
• Brainstorming
• Researching and Generating ideas
• Identifying criteria and specifying constraints
• Exploring possibilities
• Selecting an approach
• Developing a design proposal
• Making a model or Prototype
• Testing and evaluating the design using specifications
• Refining the design
• Creating or making it
• Communicating processes and results

DDP Home Work #2

Due on Monday September 27, 2010

Apple’s Shuffle: No one innovates better by Daniel Lyons (13, September, 2010 Newsweek, p. 22)

Instructions: Click on the link and read the article about Apple and its culture of innovation. Then come back to this blog and answer the questions below

http://www.newsweek.com/2010/09/01/apple-s-ipod-and-tv-updates-are-just-great-again.html

Email your answers to: jmcginty@scsd.us.

Makes sure you type your name and block that you take technology so it is easy to identify you.

1. The author (Daniel Lyons) refers to Apples Shuffle. The shuffle is an apple product but the story title means more than that and is also a play on words. What else does the author mean when he writes about Apples Shuffle? ( it has to do with how innovation works)
2. Who is Steve Jobs? Conduct a web search on Mr. Jobs and provide the following information:
1. His education

i. Where did he go to school?

ii. What degrees did he get if any?

iii. What did he study?

2. When did he form the company Apple?
3. What was the first product that Apple produced?

3. The author wonders what the “big three automakers” would be like if they innovated like apple does. What are the big three automakers (American car companies)? (List them)
4. What has happened to the big three automakers in the past 5 years? ( conduct a web search)
5. What does Steve jobs say about his Apple TV product?
6. What innovations have been made to Apple TV?
7. What sorts of qualities does the author refer to as he writes how innovation takes place in a company and with its products?
8. If you use an Apple product, please do the following (If you do not have one, please ask a friend who does or conduct a web search):
1. State the product
2. List 5 features of the product.
3. Next please take two of those features and briefly summarize how the feature has evolved (example: Size is a feature of the IPod Shuffle. How has it changed over time?)

Architecture Week 1: The History of Civil Engineering and Architecture

Architecture Lesson for Friday September 17, 2010

Last class we looked at ancient architecture. We learned (hopefully) that the earliest structures resembled caves and that as human knowledge of how to use local materials expanded, architecture evolved from the basic bearing wall system of stone, mud and clay, to methods that allowed us to engineer living space through Columns and lintels, domes, arches, and vaults.

This morning please use the terms below to conduct image searches of modern examples of these ancient building systems. For example, search for “modern domes”, “dome homes”, “dome structures”, “domes”, etc. Choose one of your search results and sketch it in 2D (I will show you an example in class). When you are done sketching in pencil, go over your lines with pen, add shading if you want, and use the definitions below to identify the building system and the definition given.

You should have 4 two dimensional sketches with labels and captions (the definitions) by the end of class. You will submit this along with lesson 1.1.1 work sheet.

Bearing Walls: Solid walls that provide support for each other and for the roof of a structure

Dome: An arrangement of several arches whose bases form a circle and whose tops meet in the center.

Post-and-Lintel Construction: Wall construction utilizing a framework of vertical posts and horizontal beams to carry floor and roof loads

Arch: A curved structure for spanning an opening, designed to support a vertical load primarily by axial compression.

Introduction to Design and Drawing for Production (DDP)

Welcome to Design and Drawing for Production! This course teaches you the basic communication skills needed in the design and engineerings professions. This course will also meet your art credit needed for graduation. If you do really well in this course you can also qualify for college credit through the Rochester Institute of Technology(RIT).

What todays lesson will cover is:

The basic rules of GW3

An overview of course procedures

How you will be marked

Todays lesson: Learning and using the HW procedure to complete the first HW assignment.

....and if there is enough time, we will begin lesson 1.1 activity 1 (1.1.1)

These rules are non negotiable.

Rule	What this means	Consequence for not following the rule
1.Be on time for class	Self explanatory	First time: warning and marked tardy for class Second time: call home and marked tardy for class Third time: Call home, marked tardy for class and a 1 hour detention in gw3.
2. No talking when the teacher is talking	There is a 10 minute lesson introduction every class. There are times when the class will be stopped to clarify parts of the days activity	First time: warning Second time: call home Third time: Call home and a 1 hour detention in gw3
3. No talking outside of your aisle	Most of the time, we work in pairs and groups and we help each other. However, you must never talk behind or in front of you. Only talk with your aisle mates( to your left and right)	First time: warning Second time: call home Third time: Call home and a 1 hour detention in gw3
4. Always clean up after yourself	This is a practical hands on course that uses tools and materials that must be put back when finished.	10% reduction in grade for the day’s activity. Marks can be restored if student does a chore outside of school
5. Absolutely no trash talk, disrespectful, offensive, sarcastic, or abusive language to hurt or bully anyone else in the room.	Self explanatory. Follow this simple advice: “If you don’t have anything good to say, then don’t say anything at all”	First time: warning Second time: call home Third time: The teacher will request from administration that you be removed from the course as a “safety hazard.” Almost all physical abuse begins with abusive language.
6. Follow all the rules for safe computer use	There is a list of Computer rules that are located at each computer as well as your procedures hand out.	Students who violate some of these rules, have, in the past, either been removed from the class permanently with a failing grade or lost computer privileges in the SCSD
7. No computer use when the teacher is talking to the class	Turn off the monitor, take your hands off the mouse and key board, and look up at the teacher	First time: warning Second time: call home Third time: Call home and a 1 hour detention in gw3
8. The addendum rule	Teacher can add or remove rules as needed.

GW3 Computer Rules

1. Do not Log on to the computer until given permission to do so
2. There is no surfing. Web research activities will be given and that is when you will be able to explore the web within the context of the activity
3. This computer does not belong to you; therefore do not place your own screen saver or desk top image onto the monitor
4. There is no game playing on this computer
5. There is no social networking on the computer. No face book or my space or any other new or emerging social networking site
6. There is no cell phone or mp3 player recharging, uploading, or downloading on this computer
7. Do not physically abuse this computer
8. Do not leave this computer without logging off
9. The addendum rule: The teacher reserves the legal right to make changes to these rules at any time within district policy

Any violations of these rules will result in your removal from this room and you will complete this course using the tried and true method of books, pencil and paper.

Having this computer is a privilege (and not a right) that was gained through the hard work of many adults in the Syracuse city school district and the federal government.

Procedures:

These procedures are intended to help you have an excellent learning experience in GW3. They are designed as How to’s so that you can reference them throughout the year. When a new procedure is introduced, you will be required to write the procedure in sequential order and then place it into your How to glossary which you will keep in the back of your binder.

How to complete and submit Home work electronically

How to get help from the teacher when having a problem with a lesson

How to obtain permission to use the restroom in case of a personal health emergency

How to cut model making material safely

How to safely sharpen a drawing pencil or color pencil with a razor

How to save my work in the district “Z” drive

How to print from your computer

How to take what appears on your monitor and turn it into a digital image (print screen)

How to insert arrows, notes, and drawings onto a word or power point document

How to format a cell in a Microsoft Excel spreadsheet

How to open an Autodesk Inventor drawing

How to create a sketch in Autodesk Inventor

How to create an extrusion in Autodesk Inventor

How to project geometry in Autodesk Inventor

How to edit a sketch in Autodesk Inventor

How to create a dwg file from an Autodesk Inventor solid model

How to dimension and add text to an Autodesk Inventor dwg file

More to be added…..

How you will be marked:

Criteria	# of items	% of total grade
Lesson Activities	(70)	30%
Home work	(40)	10%
Unit Exam	(4)	25%
Projects	(4)	25 %
Portfolio (Binder and notebook)	(4)	10%

What you will need for this course (supplies)

1. A Binder (recycle an old one!)
2. A grid paper notebook ( only a buck at walmart!)
3. Pencils (get 12 for the term)
4. Black Pens (get cheap Bic pens and put them in your locker)

Architecture Final Project

We will be using this blog site for the remainder of the year.

Research and Planning: So far we have been sketching floor plans of existing structures like Nottingham high school and our homes and now we are trying to determine a floor plan shape for our final project.

These are your constraints:

• Your design must be 1400 square feet or less
• Your design must have the minimum requirements of:

1. One bathroom
2. One bedroom or sleeping area
3. one kitchen cooking and cleaning area
4. Storage space for the above listed areas
5. Two entrances
6. Doorways,hallways, and stairways that would be accessible to a person confined to a wheel chair
7. An area to accommodate HVAC, electricity, and water distribution

Our assignments so far in term 4 (as of May 9, 2010)

1. Sketch Nottingham High school from memory
2. Reaction paper to Winston Churchill Quote: "First we design our buildings and then our buildings design us"
3. Sketch floor plan of our home
4. Sketch floor plan of Nottingham using AutoCAD given a Google earth satellite image of the school
5. Calculating square footage activity
6. 4 ideas of our final project shape (exterior walls only) with perimeter dimensions to convey designs that will be within the 1400 square foot size constraints

Our assignment for Tuesday May 11, 2010:
In the last class, we were to design four possible shapes of a floor plan for our architectural design. This is an example of designing using the exterior

The Goal: Today we are going to design the interior space and see what sorts of shapes emerge. Please refer to chapters 7, 8, and 9 on room planning for this activity.

Here are the steps: ( To be demonstrated in class)

1. Determine a bedroom shape and size (chapter 7)
2. Determine a bathroom shape and size (chapter 7)
3. Determine a cooking area shape and size (chapter 9)
4. Assume that your utility area is an the basement so you may omit this room from your design
5. Use the grid paper provided and a scale of 1 grid space equals 1 foot
6. Draw with a straight edge, each room independently (bed, bath , and cooking)
7. Remember to include entryways into each room that are at least 3 grid (3 feet) spaces wide.
8. Use scissors and cut out room design so you have three seperate cut outs
9. Begin to move these three rooms around to create a floor plan design.
10. You may have to place hallways or other areas (living areas) to join these rooms together. If so, then the hallways must be at least 3 grid (3 feet) spaces wide (chapter 8)
11. You also have to determine where you can place two entrances (chapter 8)

How you will be marked: By the end of class, you want to have at least 1 (hopefully 2) floor plan(s) using this method. You can tape your room cutouts onto another piece of grid paper or drawing paper or you can sketch out your design(s) into your sketch book. If you meet this goal, you will get a passing grade (65-80%).
If you do two or more designs and include notes, wall thicknesses, window openings, and furniture placement in each room, then you will be in the A to B range (80-100%)
Due date: The completed cutouts or sketches are due next class.