Quarter 3 (2024-25)

January 7/8

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Review Final
3. Projects going forward
4. Activity Calculating Force Vectors (see mypltw 4.1.3 for help)

Homework

• None

January 9/10

January 13/14

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Activity 4.1.6 Moments

Homework

• None

January 15/16

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Review Calculating Force Vectors (see mypltw 4.1.3 for help)
3. Introduce Truss Project
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified.
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

January 17/21

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 2)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

January 22/23

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 3)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

January 24/27

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 4)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

January 28/29

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 5)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

January 30/31

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 6)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

February 3/4

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Continue Truss Project (Day 7)
   1. Strength – Awarded to the students whose bridge is able to support the most load to weight ratio prior to failure. The bridges will be graded on a scale from the highest weight to the lowest.
   2. Technical Report & Drawings -Technical report (including engineering notebook) describing the design and construction phases of their bridge. All Engineering Design Process steps need to be easily identified. Make sure you have an entry for every day!
   3. Presentation – Awarded to the students that presents their bridge in the most creative and professional manner. Includes a bridge name and sign posted on the bridge and an oral Power Point presentation.
   • Workmanship & Artistry – Awarded to the students whose bridge appears to the judges to be the most professional looking and shows a high level of craftsmanship and beauty.
   • See Presentation

Homework

• None

February 5/6

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Truss Bridge Judging

Homework

• None

February 11/12

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Unit 4.1 Test Review
   • Go through myPLTW 4.1.2, 4.1.3, 4.1.6, and 4.1.7
   • Review slides and Assignments in learn.vcs.

Homework

• None

February 13/14

Unit 4.1: Statics

Objectives

• In Lesson 4.1, students explore various aspects of static structures and apply mathematical approaches to solve structural problems. They begin the lesson by applying an engineering design process to design and test a cantilever beam. Students then compare materials and their properties that impact beam deflection; they also use 3-D modeling software to analyze and investigate factors that impact beam deflection and solve an engineering design problem. Students analyze and solve systems through the use of free body diagrams, force vectors, moment calculations, and method of joints. They will also explore internal forces in materials and the relationship between stress and strain. Students culminate their understanding to design their own bridge truss to support a given load at the lowest cost.

Classroom Activities

1. Prayer
2. Unit 4.1 Test 
   • Go through myPLTW 4.1.2, 4.1.3, 4.1.6, and 4.1.7
   • Review slides and Assignments in learn.vcs.

Homework

• None

February 24/25

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Activity 3.1.2 Ohms Law
• Do Steps 1-9
• Do steps 10-12 in TinkerCAD (not on a breadboard in class). Save your spreadsheet in your engineering notebook.
• Steps 13-15. Draw the circuit and show your work and answer.
• Conclusion 1. Draw the circuit and show your work and answer.
• Conclusion 2. Show your work and answer.

1B https://www.tinkercad.com/joinclass/QTFCWUYFP

2B https://www.tinkercad.com/joinclass/8GQXDPRXE

Homework

• None

February 26/27

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Complete Activity Calculation worksheet
3. Complete Activity Equivalent Resistance Worksheet

Homework

• None

Feb 28/Mar 3

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Write a one page document of a circuit that uses a Solenoid
3. It must contain a description and a diagram. The diagram must be neat and use drawing tools that come with your editor. The drawing is not a circuit, but what it functionally would do and look like.
4. The circuit must contain at least one LED and one switch
5. Be imaginative! Ultimately we will build this project you describe. If it is too simple, it will be returned.
6. You will breadboard your design and ultimately we will try to create a PCB for the circuit.
7. It will be connected to a 9V battery and use a voltage regulator to bring the voltage down to drive digital circuits.
8. See Fun With Digital Electronics
9. Print out your one page and bring it to next class.

Homework

• Print your one pager and bring it to class.

March 4/5

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Write a one page document of a circuit that uses a Solenoid
3. It must contain a description and a diagram. The diagram must be neat and use drawing tools that come with your editor. The drawing is not a circuit, but what it functionally would do and look like.
4. The circuit must contain at least one LED and one switch
5. Be imaginative! Ultimately we will build this project you describe. If it is too simple, it will be returned.
6. You will breadboard your design and ultimately we will try to create a PCB for the circuit.
7. It will be connected to a 9V battery and use a voltage regulator to bring the voltage down to drive digital circuits.
8. See Fun With Digital Electronics
9. Print out your one page and bring it to next class.

Homework

• Print your one pager and bring it to class.

March 10/11

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Install KiCad 
3. Practice using KiCAD

Homework

• None

March 12/13

Unit 4.1: Electricity

Objectives

• In Lesson 3.1, students explore the basic components of electrical circuits and model them through a hands-on introduction. They then explore the basic elements of electricity and electrical circuits and build simple circuits with breadboards and online simulations. Students collect data to derive the formula for Ohm’s Law then apply their understanding of Ohm’s Law to solve problems. They then move into a comparison between series and parallel circuits and explore their similarities and differences. Students continue hands-on breadboarding and simulations to derive Kirchhoff’s voltage and current laws. They end the lesson with a final project that applies all the skills acquired to design and build their own functional safe.

Classroom Activities

1. Prayer
2. Transistors and Capacitors
3. Flashing LED Circuit
4. Digital Electronics Examples 

Homework

• None