Introduction to Engineering - Model 1c [ 48:03 ] Play in Popup | Download

Learning Target:
91222 – evaluate designs using conceptual and mathematical models

DO NOW:
Take out the Boat Packet and open to the first unanswered question for Model 1

Homework:
Keep working on Model 2 at home!

We are growing a little concerned at the lack of progress by some students in class (it appears students are “skipping ahead”).  While the boat packet is not technically due until next week; we are STRONGLY encouraging students to work on Model 2 in conjunction with the class model 1.  Model 1 will help students understand Model 2.  Parents, please check your student’s boat packet to make sure that they are “keeping up.”  Many students are not using their time wisely in class – WE DO NOT CARE ABOUT THE GROUP BOAT YET.  At this point, students should be focused on their individual model 2 and that alone!

Today in Class:
Students will continue to learn the engineering process as we discuss model 1 in class.  Remember that our suggestion is that students will work on Model 2 at home at the same pace as we explore model 1 in class.  That said, students should be finished will all but two questions on Model 2 tonight.  Technically, model 2 isn’t due until next week.  However, students must recognize that model 2 is a work in progress throughout the design process.  Students may discover that answers to some questions might result in changes to the design; changes in design will affect all questions in the packet.  The entire design process is fluid.  Students will be going back and forth throughout the questions to effectively model the construction of their boat.  Eventually, all the questions will come together for a cohesive boat design.

I encourage students to continue talking to each other, their parents, Mr. Kaylor, and me so that progress is made on the design of the boat.  Don’t forget that podcasts explaining each section of the packet can be accessed via the daily posts and students may refer to the Model 1 Example (Step by Step instructions for completing Packet)

Introduction to Engineering - Model 1b [ 31:52 ] Play in Popup | Download

Learning Target:
91213 – explain how the boat’s dimensions will affect the buoyancy of the boat.

DO NOW:
Take out the boat packet and open to the first unanswered question for Model 1

Homework:
STRONGLY SUGGESTED – continue working on Model 2

Today in Class:
We’ll be continuing our first attempt at designing a cardboard boat.  Students will realize that the design and dimensions of the boat has significant impact the boat’s buoyancy.  The process of engineering should inform us of exactly how our boat will behave in the water.  We should be able to calculate how much weight the boat can support as well as how far the boat will sink.  We do NOT get a test run in the pool.  There should be no surprises when we get in the boat.

As usual, students should continue working on Model 2 (the same questions we covered for Model 1 in class).

Introduction to the Boat Project [ 25:07 ] Play in Popup | Download

Learning Target:
Describe the sequence of events for the boat project

DO NOW:
Pick up the Engineering Design Packet – Boat Models from the front desk and flip through the pages to see what’s ahead.

Homework:
Study for the final exam on Monday.

Today in Class:
Students will be introduced to the Cardboard Boat Project today.  This is a project that students have been looking forward to all year.  We are NOT starting the project today but will be introduced to the scope and sequence of the project.  Today’s information will allow students and parents to formulate an understanding of how this project will progress.  This project is highly academic and will count towards a third of the overall trimester grade.  Some important points from the introduction today are listed below:

2/6 – Project Introduction
2/7-10 Modeling of the engineering process – in class example
2/13-16 – Individual work on “model 2″ — this is where students earn their grade
2/21-24 – Group modeling – Boat Project – Group packetstudents form their groups to design their boat, discuss theme, etc…
2/27-3/5 – Boat construction
3/6-7 – Boat Races

• All parents, siblings, relatives are invited to watch the races on March 6th and 7th.  Students will be informed of their race day the week prior.
• Students might choose to work on “Model 2″ simultaneously as the class makes progress through “Model 1″ to ensure that we are keeping pace.
• No individuals can work on the group portion of their project until their packet is complete and each standard has been awarded at least a 3.
• All boats that break “the rules” (size dimensions, theme, etc…) will be prohibited from the race.
• Mr. Voight and Mr. Kaylor reserve the right to prevent individuals from participating during the boat races for academic or behavioral reasons.

Properties of Compounds [ 45:48 ] Play in Popup | Download

Learning Target:
92121 – describe the properties of ionic, covalent, and metallic compounds and explain how the formation of the bond causes these properties

DO NOW:
Write down the most important thing you’ve learned about bonding on the back of your periodic table

Homework:
Study for your test (The test is on Friday – lots o’ resources on the Foundations of Chemistry page!)

Today in Class:
Some classes will finish up the metallic bonding notes from yesterday and everyone will be introduced to the properties of compounds.  The coolest thing about chemistry is that it teaches us about the true nature of all the things around us.  It is my hope that students begin to understand how the things we use on a daily basis (and often take for granted) behave as they do because of some very simple, and universal, rules.  We’ll be using the Notes – Properties of Compounds to investigate the properties of ionic, covalent, and metallic compounds.  Again, I want students to go deeper, I want students to seek understanding for why things behave as they do.  These properties fit our current standard because it is the nature of the bond that determines how they will behave.

Bonding - Covalent and Metallic [ 46:23 ] Play in Popup | Download

Learning Target:
92121 – explain the role of valence electrons in the formation of chemical bonds.

DO NOW:
Take out your Ionic Bonding Worksheet Packet and compare your answers with neighbors – circle any questions you need help with.

Homework:
Finish reading Chapter 6 in the book.

Today in Class:
We will be spending the beginning of the period reviewing the problems in the Ionic Bonding Worksheet packet (last night’s homework).  Afterwards, we’ll be moving forward with covalent and metallic bonding.  We’ll play it by ear in terms of how far we make it with these Covalent and Metallic Bonding Notes – different classes will progress at different rates.