This house is bassed off of both "Frank Llyod Wright" and "Mies Van der Rohe". It features minamalist structure on the outside, and contains natural lighting (Light comes in and fill the house completely). There is also a river going through the house, suiting the room.
(0/5 currently done)
*Note: This is done using pictures from the Internet Primarily, not from the classroom. Items used would be things found in a normal classroom.
Over the past few weeks, I have been working on creating the train, from CAD 2.3.1.a. I have finally finished the train, and now, you can see my progress:
Brainstorming:
-Create a Sketch of One Possible Solution. Include Labels.
-Create a Sketch of another possible solution. Include Labels.
-Create a Sketch of a third possible solution. Include Labels.
Material Prep:
-Generate a List of Materials required for Build Day (Completed for Sketch #3)
Build Achievements:
-Materials fit inside a Printer Paper Box (Possible?)
Material Weight:
-Materials weigh less than 500 grams.
Drop Accuracy!:
-You hit the Butcher Paper!
-You hit the Third Ring!
-You hit the Second Ring!
-You hit the First Ring!
-You hit the Bullseye!
Egg Resilience:
-Your Egg Didn't break in any way! (awarded 3x)
Calculation Achievements:
-Describe an aspect of the event using Arithmetic. (Proboablitiy/Ratio's)
-Describe an aspect of the event using Geometry. (Trigonometry [A division of Trigonometry])
-Describe an aspect of the event using Algebra. (Graphing on a 2d plane: Quadratics)
-Describe an aspect of the event using Calculus. (Polar Coordinates)
-Seek out additional instruction.... (Asked for what to do for Calculus)
Currently, I understand all of my classes in school; so I'm going a bit ahead, studying circuitry in physics. This video outlined the basics of understanding electrical currents (Basics of Electric Charges, Resistance, Current, Amps, etc.), which although explained previously in my 7th grade Science Class, serves as a refresher for Physics and AP Physics, comming around the corner in the next few years.
Personally, I myself prefer the traditional method of learning, over the "flipping the classroom" method. However, for many people, I understand how explaining something, such as algebra or calculus, can be easier for many by seeing it done in this manner, compared to spending hours reading a lesson from a book. Maybee I am some freak anomaly, that prefers reading a lesson in a book in thirty minutes, compared to hearing a lecture about it for an hour or so; to me, being very advanced in my subjects in school, have learned independentally in this manner since first or second grade*. To me, I have learned to learn independentially, and have learned complicated subjects independentially, and in a completely different method, then the ways that many teachers lecture.
There are some things, that cannot be learned from watching a video, however. History, English, and many fine arts cannot be learned from watching a video; so the need of lecturing and class discussions will still be required in schools, in my opinion. Although I prefer the "book method", while many people understand the "Khan Approach", I believe that this method does assist people in learning a subject, and retaining the information, which would usually be lost within days of a lecture.
Regardless, as with every subject, "different strokes for different folks"; some people prefer one way, while others require learning in other ways. Some people, for example, have to have a "hands-on-experience" in school, while others take superfluous notes. I believe, that the option should be present, if the "flipping the classroom" method is applied, weather to experiment in the software, and see if you learn from both audio and visual methods, or the traditional method of lectures and textbooks. In this manner, the data collected from this will truely tell us if the "Flipping the Classroom" approach is effective.
*Since I'm in a military family, I usually move every-other year; all throughout the East Coast (and recently, Coronado). As with different school systems, the curiculum taught is as unique as the school itself, and instead of spending days going over subjects and information not taught in other school systems, teachers have given me books, and told me to "Learn this subject by the end of the week".
*Note: Pictures ARE Avaliable, but they are located at my house. I will upload them, so for now, Requirements 2 and 3 cannot be met*
1) Provide a breif description of the activity. Who did you work with? What did you build? What challenges did you overcome to succesfully craft your aircraft?
Our groupmembers were Ian, and Ezequiel; we all collaborated together, to build a balsa-wood airplane. Our Primary problem, that we encountered, was that while gluing, some of the parts were not completely glued in the proper places. As a result, while flying, the plane achieved some starboard (Right) list in the air. To combat this, we re-fixed the rudder's position, and we also placed a (very thin) layer of glue over the wing, giving it more weight, and balancing it. Even still, adding the glue caused for the plane to be dorsal-venterally unbalenced, and the plane would fly up-side-down, and go in the opposite direction.
2) Post a photo of your glider under construction.
(COMMING SOON)
3) Post a photo of your finished design.
(COMMING SOON)
4) Describe how you tested your aircraft and tuned its flight characteristics.
We tested our plane over a period of three days (Block-Day Wednesday, Thursday, and the Friday preceeding the competition). On the first day, we were foccusing on the proper methods of throwing the plane, and wind direction. We found that at first, throwing it softly and with the wind, would give it some movement (Our best flight was 10-15 yards), and the rudder broke. On the second day, we followed the same principles, and we also tested other factors, such as if you should throw it in a gust, and other techniques. During these tests, we found out that the best way to throw it, was to let the propeller spin for about a second, prior to the actual flight of the plane. We sustained breaks on the rudder again, and the wing support. On the third day, we were focussing on the finite techniques on throwing, and checking to see any listing, which there was greatly. During these tests, part of the wing support broke, and we re-inforced the wing support with glue.
5) Describe how well your aircraft flew in our competition. Did you win any events (furthest distance, longest time aloft)? Were you competative in our best decorated flier competition?
Our Plane didn't do so well in the competition. After the third day of testing, there were a multitude of flaws in our plane, and it became dorso-venterally topheavy. Upon throwing, the plane would do a 180* turn, and fly backwards. As a result, we did not win any distance, or time aloft competitions. Our Group did not decorate our plane.
6) Pick three steps from the PLTW 12 step design process and describe how your team worked through these during the course of this experience.
*NOTE: Our group didn't follow the PLTW Steps in chronological order, but we did use many of them. We also used a sort of "Reverse Engineering" Method*
Refine: Our Group did extensive testings, to make sure that our plane didn't have any flaws, that would be potentially bad for the flying competition. Our plane also took some damage, and required modifications to the plane.
Explore Possibilities: Since our group was one of the first groups that finished with construction, we had many oppertunities, in which we could modify and change our plane. We looked at possible ideas that we could do, to modify our plane further; straying away from blueprints, we made the wings movable on the fuselage, allowing for tests at varrying lengths, and many other modifications.
Identify the Problem/Brainstorming: Our group did a "Hit the Ground Running" method of construction, jumping into it the first day. We knew what we needed, and made a few minor modifications to the blueprints (We added a few sticks above the wings, and made the wings movable on the fuselage), and we kept these in mine while construction; these things could have also lead to our problems while flying.
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