Math 11 – Here I’m trying to print a Pokeball that one of my Math 11 students modeled. The first couple of tries at printing didn’t work too. I’m using Cura, and I found on Reddit that Cura allows the user to view the layers as they will print. Using this function and by modifying the support parameters, I was able to anticipate what changes I should make to get the sphere to print. The supports aren’t needed for overhang, it’s needed to get enough material touching the buildplate so the part doesn’t slip while printing. It worked.
Math 11 – I’m slowly chipping away at printing models that the kids designed. This student was pretty excited to try and print his Acropolis. It worked out pretty good! The idea with this project was to have students use 3D design software to practice visualizing and exploring 3d shapes. As well, I added small component of calculating scale to the assignment.
Engineering Physics – Students are now challenged with designing their own truss/bridge, which they will put in the Thompson Rivers University Bridge Contest. Some students are experimenting with Bridge Designer software, others are working on their own designs based off of what we’ve already studied. Some groups are doing web searches for past TRU contest winners…
Math 8 – A classic day of assessment in math class. Although I try to have the students do some other assessments via projects, most of our assessment is through quizzes. I’m ok with that. The classes are getting a good selection of projects/problems/knowledge/skills.
All my quizzes in Math (and physics) are used within a Standards Based Grading (SBG) system.
Engineering Physics – The first couple of groups starting printing their designs today. We are all learning with this process together. I wasn’t sure what kind of resolution we would get with the printers and it looks like many of the students are designing features that are less than 1mm in size. I know the resolution of the printers is better than 1mm but I don’t think it is good enough to print extrusions that are 1mm in size. It’s close though. This should lead to some good lessons on tolerances and limits of fabrication.
Physics 11 – This year I’m doing some deliberate practice with quantitative force diagrams. I realized last year that many students had problems with unbalanced forces because they would hit a force diagram and say they didn’t know “how to calculate applied force.” They said they didn’t have a formula for applied force. So I want to reinforce that forces can be found via force diagrams.
Math 8 – Today was mostly seat work. The students generally stayed very focused. I think having a good mix of group problem solving along with individual practice can help bring out the best in students. The class will be quizzed on square roots next day and we’ll see how it goes.