Introduction to Engineering at Walnut Hills High School

Instructors’ Syllabus

Introduction to Engineering at Walnut Hills High School Revised August 7, 2002

Day 1 Course Introductions-1, Basics Volume, Page 2 (in classroom)  Introduce instructors  Why we teach IE - Gives students a chance to become familiar with various engineering disciplines - They learn what engineers do – by doing some engineering - They learn skills important to engineers – and to others (teamwork, communications, problem solving, computer use, etc.)  Assessment - Have students fill out questionnaire (attitude survey)  Information on several engineering disciplines (Video 1. Engineering) - Engineers on the job - Engineers solving problems - There are many engineering disciplines - Goal – show engineering as interesting, important, a “helping” profession  Tell students they will get more information on the course tomorrow

Day 2 Course Introductions –2, Basics Volume, Page 12 (in classroom)  Student introductions (if necessary)  Course objectives  General overview of course syllabus (what we will be doing) - Basic skills - Reverse engineering - Design/build project  Facilities and logistics  Course materials  Grading – how it will be done  Getting OSU credit for the course – describe portfolio

Day 3 Lab Introduction –1, Lab Volume, Page 1 (in lab)  Objectives: students learn about teams and do a small team design project.  Students do short team design problem. For example, given two plastic cups (to support the ends of the beam) and a piece of newspaper, make a beam that will hold a specified weight.  Post-lab discussion Day 4 Course Introductions –3, Basics Volume, Page 32 (in classroom)  Teaching and learning styles - Why knowing your learning style is important – how to use the information - Types of learning styles - Do a learning styles assessment – paper form provided - Talk about results and how to use them to be a better student, in this class and others  Assignment – read pages 1-8, 17-28, and 31 in text (Introduction to Graphic Communication for Engineers)

Day 5 Ethics-1, Basics Volume, Page 353 (in classroom)  Objectives: Students understand the role of ethics in engineering and the importance of ethical behavior – including in this class.

Day 6 Sketching –1, Basics Volume, Page 48 (in classroom)  Objectives - Students understand importance of pictures in communicating ideas - 3-D shows general idea to managers, customers, etc. - Series of 2-D drawings shows detail to people who will build the product - Students make a first 2-D and 3-D sketch  Show Slides 1 and 2  Slide 3 – actually have students write a description of the object that would allow someone to build it  Slide 4 – explain in some detail the following - Reasons for technical drawings (types of information they convey, to whom, why it’s important) - Tools – traditional and CAD - Alphabet of lines – show and explain and give examples  Show Slides 5 – 8  Assignment A: to be started in class and finished as homework -- have students sketch multiview and isometric drawings of object they described in Slide 3

Day 7 Sketching-2, Basics Volume, Page 57 (in classroom)  Objectives: Students learn to make an isometric sketch  Show slides 1-6 in class  Show Video 2. Sketching an Isometric Drawing  Slides 7-15 – do together in class  Start Assignment 1 in class. (For Assignment 1 make an isometric sketch of the object from Problem 2.9 in Bertoline – on pg. 56, # (6). Use isometric grid paper. Assignment 2 is Prob. 2.9 - on pg. 57, #(22).)  Assignments 1 and 2 to be finished at home.

Day 8 Long Term Presentation – 1, Lab Volume, Page 12 (in classroom)  Objectives: Introduce the long-term project, form teams.  Teams formed and meet to get started on long-term Assignment #1.  Assignment – read Chapters 1 and 2 in “Project Management and Teamwork”

Day 9 Bicycle Lab 1-1, Lab Volume, Page 38 (in classroom)  Objective: Learn the important concepts in bicycle design  Show Power Point slides on bicycles  Show Video 3. Cannondale Bicycle Manufacturing  Assignment – read Bicycle Lab 1 procedure carefully

Day 10 Bicycle Lab 1-2, Lab Volume, Page 63 (in lab)  Objectives: Measure and calculate densities of various objects; understand and be able to apply the concepts demonstrated  Show Power Point slides  Show Video 4. Measurements  Do first part of Bicycle Lab 1 – measure objects and record data  Assignment – make calculations using data collected in lab

Day 11 Bicycle Lab 1-3, Lab Volume, Page 71 (in lab)  Objective: Estimate the weight of a bicycle frame  Review lab procedure as necessary  Measure the bicycle frame and record data  Assignment – make calculations using data collected in lab

Day 12 Bicycle Lab 1-4, Lab Volume, Page 77 (in classroom)  Objectives: Students learn the format for a laboratory report, learn how to write as a team, and begin writing the report  Discuss format for lab reports (Report format and example report are first pages in the Bike Lab Materials section of the notebook.)  Discuss team writing - Outline important (include placement of tables of data and illustrations) - Each team member has an assignment - Reviewing each others’ work - Integrating all of the pieces (sections written by different people, data, illustrations) to make a smoothly flowing, coherent, complete report  Report should explain exactly what you did and clearly document the results you got. Using your report, another team should be repeat your experiment exactly the way you did it and get the same results.  Teams meet, outline Bicycle Lab 1 report, make writing assignments  Assignment – write your section of the report

Day 13 Bicycle Lab 1-5, Lab Volume, Page 98 (in computer lab)  Teams assemble report in a single computer file (may need some instruction here on use of word processing)  Team members review report, modify  First lab report due at end of class  Assignment – read pages 28-35 in graphics text (Bertoline)

Day 14 Sketching-3, Basics Volume, Page 73 (in classroom)  Remind students of importance of sketching – e.g. in lab, shows set up. Used to document, to convey ideas, to remind yourself of what you saw.  Show Slides 1 and 2  Class can do an isometric sketch of the object in Slide 3 for review.  Show Slides 4-12  Slide 13 – do isometric sketch of this object – must be at least twice as large as the object on the page  Assignment 3 – complete isometric sketch

Day 15 Sketching-4, Basics Volume, Page 87 (in classroom)  Objective: Students learn to make multi-view drawings; when you need 1, 2, or 3 views to completely describe the object; location of views  Recall that multi-view drawings give us information on all faces of the object  Show Slides 1-5  Show Video 5. Multi-view Sketching  Do a multi-view drawing of the object in Slide 6 together in class.  Start Assignments 4 and 5 in class. (Copy the isometric drawing on the isometric grid paper and sketch the top, front, and right side views on rectilinear grid paper. Use the paper provided for Assignments 4 and 5. It has ½ page of isometric grid paper and ½ page of rectilinear grid paper. Assignment 4 is Bertoline, Prob. 2.9, pg. 56, #(6) and pg. 58, #(27). Assignment 5 is pg. 57, #(22) and pg. 58, #(31).)  Assignments 4 and 5 to be completed as homework.

Day 16 Sketching-5, Basics Volume, Page 95 (in classroom)  Objectives: Students learn the use of hidden and center lines in multi-view drawings and the hierarchy of lines  More details on multiview drawings  Hidden lines and center lines  Show Video 6. Alphabet of Lines  Show Slides 1 and 2  Show Slide 3 – do multiview of pictorial together in class (showing students only the isometric) them check results against multiview drawing on slide  Slides 4 and 5  Conventions for line intersections – Slide 6  Assignment 6. Copy the isometric drawings from the textbook and sketch top, front, and right sides of the following objects from Bertoline, Problem 2.9 - pg 56 #(11), pg. 57 #(16), pg 59 #(39).

Day 17 Sketching-6, Basics Volume, Page 102 (in classroom)  Objectives: Recognize objects that can be described by 2 views; more practice on multi-view sketching  Students do 2-view drawings in class (show them isometric drawing on each slide, have them do 2-view drawing and then show rest of slide so they can check their work)  Creating a 3-view sketch - Emphasize height, width, depth - Emphasize location of views  Assignment 7. Copy isometric drawings and sketch top, front, and right side views of the following objects from Bertoline, Problem 2.9 - pg. 59 #(41), pg. 59 #(47)

Day 18 Long-Term Presentation-2, Lab Volume, Page 26 (in classroom)  Objectives: Teams preparing presentations on various engineering disciplines meet with the instructors to review progress on gathering information for and organizing their presentations.  Students work on the outline of their presentations.  Assignment – Read Chapters 3 and 6 in “Project Management and Teamwork”

Day 19 Bicycle Lab 2-1, Lab Volume, Page 101 (in classroom)  Objective: Students learn the fundamentals of stress and strain and the procedure for Bicycle Lab 2  Show slides that explain Bicycle Lab 2  Show Video 7. Bicycle Lab 2  Assignment: Read Bicycle Lab 2 materials and review the procedure.

Day 20 Bicycle Lab 2-2, Lab Volume, Page 126 (in lab)  Quick refresher on Bicycle Lab 2  Do Bicycle Lab 2, collect data  Assignment – do calculations using lab data Day 21 Bicycle Lab 2-3, Lab Volume, Page 127 (in classroom)  Student teams outline Bicycle Lab 2 report and make writing assignments  Teams check calculations  Begin writing the report  Assignment – write your section of Bicycle Lab 2 report

Day 22 Bicycle Lab 2-4, Lab Volume, Page 128 (in computer lab)  Teams assemble, polish, turn in Bicycle Lab 2 report  Assignment – study for exam

Day 23 First Quarter Exam 1 (in classroom)  Exam on multiview drawings, calculating volumes, weights, and densities of metal parts, beam deflection

Day 24 Display Data-1, Basics Volume, Page 185 (in classroom)  Objectives: Students learn to plot graphs on log-log and semi-log paper. They should understand that you can use these scales to plot data that would be fit by a curve on linear graph paper as a straight line, making it easier to interpolate or extrapolate using the data. They should also recognize that the equations used as examples in this session represent many real life situations.  Topics to be covered - Linear and logarithmic scales - Linear vs linear plot - Log-log plot - Semi-log (log vs linear) plot  Assignment 8 to be completed for homework. Also students should bring a floppy disk to the next class session.

Day 25 Display Data-2, Basics Volume, Page 214 (in computer lab)  Objective: learn to use Microsoft Excel to make tables, charts, and graphs  Show slides  Create a graph from the data on Slide 14 together in class  Students begin Excel Problem 1 in class  Assignment 9: Finish Excel Problem 1

Day 26 Display Data-3, Basics Volume, Page 234 (in computer lab)  Objective: learn to use Microsoft Excel to make scatter plots and add trend lines  Show slides  Using data from Excel Problem 1, teacher and students together do a scatter plot of the data and create a trend line  Students use data on the last slide to make a scatter plot, create a trend line, and predict a future value  Assignment 10: Finish the exercise begun in class

Day 27 Display Data-4, Basics Volume, Page 243 (in computer lab)  Objective: learn to use formulas and the function library in Excel  Show slides and do examples in class  Assignments 11 and 12: Students should do as much of Assignments 11 and 12 as possible in class.

Day 28 Power Point-1, Basics Volume, Page 366 (in computer lab)  Basic instruction in the use of PowerPoint  Present fundamentals and tips  Students create 4 different types of slides as indicated in the presentation

Day 29 (no slides) (in classroom)  Students work on draft of oral presentation on engineering disciplines  Outline of oral presentation due at the end of class

Day 30 Bicycle Lab 3-1, Lab Volume, Page 130 (in classroom)  This is the preparation for Bicycle Lab 3  Discuss analog and digital displays and recordings  Discuss stress and strain  Show students an instrumented bicycle  Outline procedure for Bicycle Lab 3  Talk about the data logger and transferring data to the computer and analyzing it in Excel  Show Video 8. Bicycle Lab 3 – Collecting, Transferring, and Analyzing Data  Assignment – read Bicycle Lab 3 procedure carefully

Day 31 Bicycle Lab 3-2, Lab Volume, Page 166 (in lab)  Quick review of Bicycle Lab 3 procedure  Do Bicycle Lab 3, collect data  Assignment – do calculations with data collected in lab

Day 32 Bicycle Lab 3-3, Lab Volume, Page 167 (in classroom)  Teams meet, check calculations  Teams outline Bicycle Lab 3 report and make writing assignments  Begin writing  Assignment – finish writing your part of the report

Day 33 Bicycle Lab 3-4, Lab Volume, Page 168 (in computer lab)  Assemble, polish and turn in Bicycle Lab 3 report

Day 34 Sketching-7, Basics Volume, Page 122 (in classroom)  Objectives: Students learn conventions for 2-D and 3-D coordinate systems used in engineering drawings. Students learn how to determine (x,y,z) coordinates of vertices on an object and label those vertices in both isometric and multi-view drawings.  Coordinate system conventions for 2-D and 3-D engineering drawings  Show Video 9. Thinking in 3 Dimensions  Note that the x-y plane is seen in the top view, i.e. it is on the table. (In math books, the x-y plane is usually seen in the front view.)  Together in class, students do the problem in slide 6. They sketch and label vertices A,B,C, and D.  Start Assignment 14 in class  Assignment 14 to be completed as homework.

Day 35 Sketching-8, Basics Volume, Page 122 (in classroom)  Objective: Learn to make an isometric drawing given a multiview drawing  Show Video 10. Multi-View to Isometric  Show slides for this session  Start Assignment 15 in class  Assignment 15: (Bertoline, Problem 2.10, pages 60 and 61, #(1), #(6), #(8), #(19)

Day 36 Sketching-9, Basics Volume, Page 145 (in classroom)  More practice with isometric drawings. This time, one view in the multi-view drawing will have one line missing.  Objective is to develop visualization skills. Students should eventually be able to look at the multi-view drawing and envision the isometric, and vice-versa.  Show slides  Start Assignment 16 (from the Drawing Packet in the notebook) in class  Assignment 16: to be completed as homework. Day 37 Sketching-10, Basics Volume, Page 153 (in classroom)  More practice making isometric drawings given the multi-view drawing. This time one view is missing from the multi-view drawing.  Show slides  Start Assignment 17 in class (from Drawing Packet in the notebook)  Assignment 17: to be completed as homework

Day 38 Sketching-11, Basics Volume, Page 166 (in classroom)  More practice with isometric drawings given the multi-view drawing.  Show slides  Start Assignment 18 in class (from Drawing Packet in the notebook)  Assignment 18: to be completed as homework

Day 39 Sketching-12, Basics Volume, Page 174 (in classroom)  Students demonstrate their knowledge of multi-view and isometric drawings by making up a problem of their own and exchanging it with another student.  Each student makes up a multiview drawing that meets the requirements on Slide 3.  Students exchange drawings and do the isometric  Problem originator checks the work  Assignment: Continue working on your part of the oral presentation and handout

Day 40 (no slides) (in classroom)  Review tips for making good oral presentations.  Teams finish the draft oral report (slide package and handout) and turn it in at the end of class

Day 41 Bicycle Lab 4-1, Lab Volume, Page 170 (in classroom)  Objective: Prepare for Bicycle Lab 4  Show slides that discuss designing for strength and reliability; ways to make a safe design  Go over the procedure for Bicycle Lab 4  It is important for students to understand that they often have limited time in a laboratory or limited access to the equipment needed for their experiments, so it is essential that they study the lab procedure before the lab begins. They must be ready to take full advantage of the lab time – use the lab time for conducting the experiment, not trying to figure out what to do.  Assignment – reread procedure for Bicycle Lab 4 Day 42 Bicycle Lab 4-2, Lab Volume, Page 208 (in lab)  Answer questions on Bicycle Lab 4 procedure  Do Bicycle Lab 4, collect and record data  Be sure all students have a copy of the data  Assignment – do calculations required following Bicycle Lab 4

Day 43 Bicycle Lab 4-3, Lab Volume, Page 209 (in classroom)  Teams compare calculations on Bicycle Lab 4  Teams outline Bicycle Lab 4 report and make writing assignments  Begin working on Bicycle Lab 4 report  Assignment – write your part of the Bicycle Lab 4 report

Day 44 Bicycle Lab 4-4, Lab Volume, Page 210 (in computer room)  Assemble, polish, and turn in Bicycle Lab 4 report  Assignment – study for exam

Day 45 First Quarter Exam 2, classroom portion (in classroom)  Exam on linear and logarithmic scales, 2-D and 3-D coordinates, Excel, isometric drawings, and Bicycle Labs 3 and 4

Day 46 First Quarter Exam 2, computer portion (in computer lab)  Exam as described in Day 45

Day 47 Cadkey-1, Basics Volume, Page 253 (in computer lab)  Introduction to CAD (Computer Aided Design)  Objectives: After completing all the sessions on CAD, students should be able to create simple 2-D and 3-D drawings using Cadkey. Cadkey is not a CAD software package commonly used in industry. It is used in classes because it is easy to learn – and much less expensive than most packages used in industry. Students will learn what features a CAD package typically has, and should be able to learn how to use another package quickly if their jobs require that.  It is important that students work through Chapter 1, following the instructions step by step. If they skip around, they miss important concepts. However, playing around with options between steps is a good way to learn about the software.

Day 48 Cadkey-2, Basics Volume, Page 267 (in computer lab)  Finish exercises in Chapter 1  Do Assignments 20 and 21 (as specified on Slide 2)

Day 49 Cadkey-3, Basics Volume, Page 270 (in computer lab)  Create a title block in Cadkey.  It is important to have a title block around each CAD drawing. It is a standard way to provide information about the drawing. Chapter 2 of the Cadkey Project Book leads students through the steps required to create a title block.  The title block must be saved as a pattern. The drawing the title block will surround is saved as a part. Only one part may appear on the screen at a time. However a pattern can be added to the screen while the part is present.  Do Assignment 22, which is the hex nut with a title block around it.

Day 50 Cadkey-4, Basics Volume, Page 273 (in computer lab)  Objective: learn to make 2-D drawings in Cadkey  Follow the steps in Chapter 3 to create a 2-D drawing of a truck, put a title block around the truck, and print it out as Assignment 23.  Assignment: prepare for oral presentations

Day 51 (no slides) (in classroom)  Student team presentations on engineering disciplines (with handouts for classmates) (3 team presentations of 10-12 minutes each)  Note: Students should be held to whatever time limit the instructor sets. If they are not, they tend to ramble, and the presentations are not as effective as they might be.

Day 52 (no slides) (in classroom)  Student team presentations on engineering disciplines (with handouts for classmates) (4 team presentations of 10-12 minutes each)

Day 53 Cadkey-5, Basics Volume, Page 281 (in computer lab)  Objective: create a multi-view drawing (sometimes referred to as an orthographic or detail drawing) using Cadkey.  Follow the steps in Chapter 4 of the Cadkey Project Book  Complete Assignment 24 which is a reproduction of Figure 4-15 in the Cadkey Project Book Day 54 Cadkey-6, Basics Volume, Page 285 (in computer lab)  More practice with multi-view (orthographic or detail) drawings using Cadkey  Complete Assignment 25 which is a reproduction of the drawing on page 112 of the Cadkey Project Book

Day 55 Camera Lab 0, Lab Volume, Page 213 (in classroom)  Introduction to the design process  Objective: students learn about some of the factors that must be considered in designing a product. Specifically, they begin to think about the constraints on the design of the single-use camera they will be studying.

Day 56 Camera Lab 1-1, Lab Volume, Page 247 (in lab)  Form teams of 4 (probably different teams from the ones assigned for bicycle labs)  Explain the 3 photos students will take  Video 11. Initial Camera Lab Photos  Student teams rotate through 3 stations and take photos  Assignment – use the rest of the film and have the roll developed. Students must be sure to ask to have the camera back since the camera stores usually keep the used cameras and recycle them.

Day 57 Camera Lab 1-2, Lab Volume, Page 256 (in classroom)  Review math and physics principles applied in the Camera Labs  There are no prepared slides for this review. The content will vary from class to class, depending on the students’ preparation.

Day 58 Camera Lab 1-3, Lab Volume, Page 257 (in classroom)  Remind students of purpose of lab report  Teams analyze pictures of bicycle wheel  Team members agree on detailed outline of lab report and make writing assignments  Begin writing  Assignment – finish writing your section of the lab report

Day 59 Camera Lab 1-4, Lab Volume, Page 263 (in computer lab)  Teams assemble, polish, and turn in Camera Lab 1 report Day 60 Cadkey-7, Basics Volume, Page 291 (in computer lab)  Objective: learn to make 3-D objects in CAD by combining primitive solids (cylinders, rectangular solids, etc.)  Follow the steps in Chapter 6 of Cadkey Project Book  Begin Assignment 26, which is Figure 6-11 on page 163 of the project book

Day 61 Cadkey-8, Basics Volume, Page 296 (in computer lab)  Continue working on 3-D CAD  Complete Assignment 26, put a title block around it, and turn it in.  Assignment – bring photos and negatives from Camera Lab 1 tomorrow. Also bring the camera.

Day 62 Camera Lab 2-1, Lab Volume, Page 265 (in lab)  Estimate shutter speed from photograph  Take camera apart (first half of Camera Lab 2)

Day 63 Camera Lab 2-2, Lab Volume, Page 309 (in lab)  Explain mean, standard deviation, and normal distribution. Be sure students understand that when they measure the same thing (such as shutter speed) several times, they will get a slightly different answer each time because there is always some measurement error.  Review Camera Lab 2 procedure  Watch Video 13, Demonstration of Camera Lab #2 measurements  Measure shutter speed using oscilloscope  Measure flash duration  Take shutter mechanism apart and see how it works – students should make sketches and take careful notes as they take the camera apart so they can get it back together again  Assignment: read sheet on experimental error and calculation mean and standard deviation for shutter speed and flash duration

Day 64 Camera Lab 2-3, Lab Volume, Page 324 (in classroom)  Teams outline lab report and make writing assignments  Teams complete and check calculations for lab report  Begin writing report  Assignment: finish writing your section of the lab report

Day 65 Camera Lab 2-4, Lab Volume, Page 325 (in computer lab)  Teams assemble, polish, and turn in Camera Lab #2 report  Assignment: study for exam

Day 66 First Quarter Exam 3 (in computer lab)  Exam covering CAD and Camera Labs # 1 and 2

Day 67 Cadkey-9, Basics Volume, Page 297 (in computer lab)  Objectives: Students to learn how to create solid models in Cadkey using primitive shapes such as cylinders, spheres, rectangular solids. Students to learn how to print the solid model they create as an illustration in Word.  Students follow instructions in Cadkey Project Book.  Assignment 27 (in class): create the “Cozy Cup” (pg. 191 in Project Book) and print the object using Word.  Assignment (at home): Read Camera Lab #3 background material (in Camera Lab Materials section) and write a one-page summary.  Students will need negatives of the photos of the array of subtense bars for Camera Lab #3.

Day 68 Camera Lab 3-1, Lab Volume, Page 340 (in lab)  Objectives: Students learn about and measure some important characteristics of a camera – specifically the focal length and depth of field. Students should understand that the camera designer can choose what values to use for these parameters, and she or he needs to choose values that make the camera most useful to the target audience.  Discuss calculation of the focal length  Discuss how depth of field is determined and factors affecting it.  Briefly describe procedures for Tasks I and II  Show Video 14, Demonstration of Camera Lab #3.  Students do Task I – collect data, create data.  Students do Task II.  Assignment: Read procedures for Tasks III, IV, and V. Think about answers to questions at the ends of the tasks.  Students will need prints and negatives for tomorrow’s tasks.

Day 69 Camera Lab 3-2, Lab Volume, Page 364 (in lab)  Objective: Students will learn about the use of the camera as an instrument to collect spatial information. Most students think of the camera as a way to document events or maybe just a way to remember good times. However, the information recorded by a camera can be used to make maps, to determine the location of objects in photos taken from space, or even to help solve crimes.  Complete Tasks III, IV, and V.  Outline Camera Lab #3 report and make writing assignments.  If there is time, discuss answers to the questions at the ends of the tasks.  Assignment: Write your portion of the lab report.

Day 70 Camera Lab 3-3, Lab Volume, Page 365 (in computer lab)  Assemble, polish, and turn in Camera Lab #3 report.

Day 71 Electrical Circuits-1, Basics Volume, Page 330 (in classroom)  Objective: Students will learn the symbols for some simple components of an electrical circuit and how to read a circuit diagram. They will also learn how to calculate resistance, voltage, current, and power (watts) for a circuit.  Show slides and do examples 1, 2, and 3 on the slides in class.  Optional – Show Video 15 – Electrical Circuits  Assignment 28: electrical circuits.

Day 72 Electrical Circuits-2, Basics Volume, Page 343 (in classroom)  Objective: Students will learn about circuit components in parallel and series. They will learn and be able to apply Kirchhoff’s Laws and how to “balance” a Wheatstone Bridge.  Show the slides and do the “student problem” on the slide in class.  This is a good time to remind students that the strain gages used in the bicycle labs to measure the stress on the bicycle’s front fork included Wheatstone bridges.  Assignment 29: electrical circuits.

Day 73 Camera Lab 4-1, Lab Volume, Page 392 (in class)  Objective of today’s lesson: Students should understand the objectives of Camera Lab #4, learn the core and auxiliary functions of the flash circuit, and learn how a capacitor works.  Emphasize that we are continuing to look at the systems in the camera. We have looked at the mechanical and optical systems. Now we’re going to look at the electrical system. Engineers from different disciplines work on different systems in the camera, and they have to work together because all of the systems in the camera have to function in concert in order for the camera to work properly.  Also emphasize that we will be using the information we learned in the past couple of days – symbols for components of electrical circuits and calculations of voltage, current, resistance, etc.  Show slides of Camera Lab 4 Objectives and core and auxiliary functions of the flash circuit.  Show slides explaining how a capacitor works  Show Video 16: Demonstration of Camera Lab #4  Assignment: Read Camera Lab #4 Prelab, including the description of an oscilloscope. Do prelab assignments 1 and 2. Read Camera Lab #4 procedure for Task #1. Students should be able to begin doing some of this reading in class.

Day 74 Camera Lab 4-2, Lab Volume, Page 426 (in lab)  Objective: Students learn what an oscilloscope is used for and how it works. Conduct Camera Lab #4, Task 1.  Overview of Camera Lab #4. Explain what will be measured in each of the 3 tasks.  Explain how the oscilloscope will be used to make these measurements.  Provide a summary of the Task 1 procedure.  Students do Task 1 and gather data. Be sure all students on each team have the data before leaving class.  Point out that there are specific instructions for the Camera Lab #4 report, and they are at the end of the Camera Lab #4 procedure.  Assignment: Make and check calculations for Task 1. Answer questions under Task 1 in “Report Instructions”. Read the Task 2 procedure.

Day 75 Camera Lab 4-3, Lab Volume, Page 434 (in lab)  Review Task 2 procedure.  Be sure to call students’ attention to the safety reminder (slide 3).  Students conduct Task 2. Be sure all team members have the Task 2 data.  This task gives students another opportunity to connect the oscilloscope to the test board and adjust the display controls. Team members who did these jobs yesterday will automatically start to do them again today. But they should not. Every team member should have a chance to work with the equipment as they will all be tested on their knowledge of the experimental setup and operation of the equipment.  This task should not take very long. Students should have quite a bit of time to work on the assignment.  Assignment: Make and check calculations for Task 2. Answer questions about Task 2 in “Report Instructions”. Plan the Camera Lab #4 report and make writing assignments. Read Task 3 procedure. NOTE: Task 3 is usually optional. If Tasks 1 and 2 take more time than anticipated, Task 3 can be skipped. But if possible, it should be done. It gives the students one more chance to solidify their understanding of the equipment and techniques.

Day 76 Camera Lab 4-4, Lab Volume, Page 438 (in lab)  Review Task 3 procedure.  Students conduct Task 3 and collect data.  Assignment: Make and check calculations. Answer questions about Task 3 in “Report Instructions”. Prepare your portion of Camera Lab #4 report. Day 77 Camera Lab 4-5, Lab Volume, Page 440 (in computer lab)  Assemble, polish, and turn in Camera Lab #4 report.

Day 78 Sketching-13, Basics Volume, Page 177 (in classroom)  Objective: Review multi-view drawings.  Go over important concepts in making multi-view drawings: which views are needed, views must be in proper location and aligned, principal dimensions (H, W, D), etc.  Assignment 30: Bertoline, Problem 2.9, items #7 (pg 56), #25 (pg 58), and #46 (pg 59). Copy the isometric (for practice) and draw front, top, and right side views on rectilinear grid paper.

Day 79 Sketching-14, Basics Volume, Page 181 (in classroom)  Objective: Review isometric drawings.  Review process for making an isometric drawing – if necessary  Assignment 31: Bertoline. Problem 2.10, items #3 (pg 60), #16 (pg 61), and #26 (pg 62). Copy the multi-view drawing on rectilinear gird paper (for practice) and sketch the isometric on isometric grid paper.

Day 80 Section Views-1, Basics Volume, Page 304 (in classroom)  Objective: Students will learn how to show internal features of an object using section views. (Most students have trouble with making a section view because they can’t visualize what the object looks like when it is cut open. Having them make an isometric drawing of the cut object seems to help them understand what the 2-D section view is showing them.) The emphasis today will be on full and half section views.  Explain the uses and importance of section views.  List the types of section views and explain when each is used.  Show slides that illustrate full and half section views.  Some points that are important to make: o Proper way to make section lines (crosshatching) o How and where to show the cutting plane and the direction the arrows should point o In general, there are no hidden lines in section views. The idea is to show the object cut open so that the internal features are visible. o In a half-section drawing, the line that separates the external and internal views is a center line.  Show Video 17: Drawing Full and Half Section Views  Assignment: Read Bertoline, Section 3.1 – 3.4. Do Assignment 32 from the drawing packet– make the full and half section views and draw an isometric of the full section on isometric grid paper. Day 81 Section Views-2, Basics Volume, Page 317 (in class)  Objective: Students will learn how to make section views other than full and half sections.  Name the other types of section views and show pictures of them.  Explain what students will see in Camera Lab #5. Explain how it is related to the other camera labs. Tell students what will be expected in the Camera Lab #5 report so they can gather the information they need while at the OSU lab.  Assignment 33 from the drawing packet.

Day 82 Camera Lab 5-1, Lab Volume, Page 448 (off campus)  Camera Lab #5 – field trip to OSU. This trip does not have to be in this particular location in the sequence.

Day 83 Camera Lab 5-2, Lab Volume, Page 477 (in classroom)  Discuss Camera Lab #5 report.  Students outline Lab #5 report and make writing assignments.  Assignment: Complete your part of Camera Lab #5 report.

Day 84 Camera Lab 5-3, Lab Volume, Page 478 (in computer lab)  Assemble, polish, and turn in Camera Lab #5 report.

Day 85 (no slides) (in classroom)  Review for exam

Day 86 First Quarter Exam 4 (in classroom)  Exam on electrical circuits, section views, and Camera Labs # 3-5.

Day 87 (in classroom)  Review for semester exam.

Day 88 Semester Exam – Basics (in classroom)

Day 89 Semester Exam – Lab (in classroom)

Day 90 Semester Exam – Computer Skills (in computer lab)