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
(in classroom)
Semester Exam – Basics
Day 89
(in classroom)
Semester Exam – Lab
Day 90
(in computer lab)
Semester Exam – Computer Skills