Maucks.com has MOVED to TeachWoods.com!

If you are looking for the information on the amazing Maucks.com website you need to go to the new website

TeachWoods.com

or 

TeachWoods.com/safety

Moving to Google Classroom!

Dear Students and Families; Due to recent events, I'll be learning how to communicate via Google Classroom. 

Stay tuned...

And wish me luck: jzartler@pps.net

Food over the spring break pause in PPS meal service

If you were counting on PPS breakfast and lunches here is a link to some alternatives.

If these don't meet you needs, please reach out to me, and I'll lend a hand.

 Link to food resources

Monday March 16 - Friday March 20

Hi Folk,
I'm sorry where not able to have class. If you want to learn more about making things I'm linking to some Youtubers who do good work.

There are many, many folk who make things on the interwebs, but I don't think they all do it well, and some of them don't do it safely.

These are folk who I turn to to learn new skills:

Frank Howarth is a Portland who makes great videos.


Peter Follansbee does amazing work in a very old style.


An Aussie who makes so much cool stuff! 


Anne of All Trades: Anne is an amazing woman. She makes things from wood and metal, and she has a farm full of cute animals!


The Craftsmanship Initiative is about the importance of making things well.

Uri Tuchman: Uri does fun metal work. Brass, and other soft metals can be worked similarly to wood in many ways.

Friday, March 6

Folks, please do a General's job of working with Ms. Gotch, my substitute today.

At the bottom of this post is a copy of the handout you will use to guide your learning while watching some videos produced by Adam Savage, who you may recognize from Myth Busters.

Savage worked as a model maker on famous movies such as Star Wars, and is a famous "maker." Today's videos come from a Youtube Channel called Tested. All the videos below are on this playlist.

You will be viewing six segments of the playlist (1,2,4,5,6,7 of 9). For each segment there is a learning target or thinking activity provided below. You will turn this completed sheet in to the teacher at the end of the lesson for a grade so be thorough and write thoughtful and complete answers.

#1 Tour of Smithsonian Exhibit’s Fabrication Shop (10 min)

#2 The 3D Printing and Modelmaking Shop at Smithsonian Exhibits! (25 min)

#4 The Youngest Modelmaker at Smithsonian Exhibits (10 min)

#5 About Smithsonian Exhibits (12 min)

#6 How Smithsonian Uses Replicas to Tell Stories (7 min)

#7 Smithsonian Exhibits’ Installations Process (8 min)

Name _____________________________________ Date ______________________ Period ____

Viewing Guide: Adam Savages Tested Tour of Smithsonian

You will be viewing six segments of a playlist (1,2,4,5,6,7 of 9). For each segment there is a learning target or thinking activity provided below. You will turn this completed sheet in to the teacher at the end of the lesson for a grade so be thorough and write thoughtful and complete answers.

#1 Tour of Smithsonian Exhibit’s Fabrication Shop (10 min)

Similarities to Our Shop (list many)	Differences from Our Shop (many or few?)

#2 The 3D Printing and Modelmaking Shop at Smithsonian Exhibits! (25 min)

How is this shop different than our shop? 

Do you think you would prefer working in this kind of shop or our kind of shop, why? Do you enjoy technology based making or hand making more, why?

#4 The Youngest Modelmaker at Smithsonian Exhibits (10 min)

What were some key things Willow did to get their dream job?

#5 About Smithsonian Exhibits (12 min)

List two or three challenges and ways those challenges are solved:

#6 How Smithsonian Uses Replicas to Tell Stories (7 min)

1.   Before viewing this section answer the following question: Do you think a replica means as much as an historical object, why?

B ) After viewing this segment explain how and why your thinking has or has not changed?

#7 Smithsonian Exhibits’ Installations Process (8 min)

How is installation a challenge?  Would you like being an installer, why?

Thursday, March 4th 6th Period

Apologies: we've had a minor emergency in my family, and I will not be in until 7th period today.

Everyone is going to be ok, but I can't get to school until after your class.

Your jobs today are:

#1) Finish your plan ....

#2 Create a timeline for what you plan to accomplish each day you have to work on your toy, and connect the rubric for the toy to what you will be doing on that day. For example: co-planarity on the rubric will come on the day you drill the holes for your axels.  This timeline can be general and should have some time built in for unforeseeable emergencies such as this one.

Remember shaping starts with rough sawing, and gets smoother and smoother, and so will likely take several class.

#3 Study Maucks.com/ for how to most safely use machine sanders. 

March 1-2

As glue ups happen, students are reminded to use a flat refernce surface to ensure a flat, long grain edge.

Mr. Zartler has been jointing one edge, and students should be squaring up their blanks using rip and cross cuts on the table saw.

Mr. Zartler demonstrated how to wrap a line (such as for axel holes, around a blank using a square, and a sharp pencil.

February 24-28

Students worked towards successful glue up of their toy blanks this week.

Students should have had a practice "dry" glue up, checked by Mr. Zartler for clamp coverage.

Students should have practiced using a refernce surface to ensure a flat long grain edge.

Friday, 21 February

Folks, please do a General's job of working with Mr. Winn, my substitute today.

At the bottom of this post is a copy of the handout you will use to guide your learning while watching some videos produced by Adam Savage, who you may recognize from Myth Busters.

Savage worked as a model maker on famous movies such as Star Wars, and is a famous "maker." Today's videos come from a Youtube Channel called Tested. All the videos below are on this playlist.

You will be viewing six segments of the playlist (1,2,4,5,6,7 of 9). For each segment there is a learning target or thinking activity provided below. You will turn this completed sheet in to the teacher at the end of the lesson for a grade so be thorough and write thoughtful and complete answers.

#1 Tour of Smithsonian Exhibit’s Fabrication Shop (10 min)

#2 The 3D Printing and Modelmaking Shop at Smithsonian Exhibits! (25 min)

#4 The Youngest Modelmaker at Smithsonian Exhibits (10 min)

#5 About Smithsonian Exhibits (12 min)

#6 How Smithsonian Uses Replicas to Tell Stories (7 min)

#7 Smithsonian Exhibits’ Installations Process (8 min)

Name _____________________________________ Date ______________________ Period ____

Viewing Guide: Adam Savages Tested Tour of Smithsonian

You will be viewing six segments of a playlist (1,2,4,5,6,7 of 9). For each segment there is a learning target or thinking activity provided below. You will turn this completed sheet in to the teacher at the end of the lesson for a grade so be thorough and write thoughtful and complete answers.

#1 Tour of Smithsonian Exhibit’s Fabrication Shop (10 min)

Similarities to Our Shop (list many)	Differences from Our Shop (many or few?)

#2 The 3D Printing and Modelmaking Shop at Smithsonian Exhibits! (25 min)

How is this shop different than our shop? 

Do you think you would prefer working in this kind of shop or our kind of shop, why? Do you enjoy technology based making or hand making more, why?

#4 The Youngest Modelmaker at Smithsonian Exhibits (10 min)

What were some key things Willow did to get their dream job?

#5 About Smithsonian Exhibits (12 min)

List two or three challenges and ways those challenges are solved:

#6 How Smithsonian Uses Replicas to Tell Stories (7 min)

1.   Before viewing this section answer the following question: Do you think a replica means as much as an historical object, why?

B ) After viewing this segment explain how and why your thinking has or has not changed?

#7 Smithsonian Exhibits’ Installations Process (8 min)

How is installation a challenge?  Would you like being an installer, why?

Thursday, 20 February

Time Lines for the Toy Project were due, and were checked.

Tuesday / Wednesday 18 / 19 February

Due NEXT Class:  

TIMELINE of TASKS

Your toy is due 19 / 20 March. Which of the following steps will you need to accomplish each day between now and then to have your toy done ON TIME?

Child’s Toy: Woods & Architecture Scoring Guide

Name _______________________________________________ Date __________________ Period _______

CATEGORY	NOT DEMONSTRATED	SHOWING GROWTH	MEETS	EXCEEDS
Design	Does not match plan	Significant deviations from working drawings	Mostly matches approved drawings; deviations are unavoidable	Matches approved drawings; deviations are justified improvements
Block	Toy is not laminated	Some gaps in lamination	Solid, multi-ply lamination	Laminations are solid; boards are oriented for ease of work; laminations are part of the design
Shape	Toy is not age appropriate; sharp edges or fragility; short grain failure likely	Generally smooth; and sized for audience; little chance of short grain failure	Recognizable design; no safety hazards;	Engaging design that invites play;
Wheels and moving parts	Wheels significantly out of plane; no moving parts;	All wheels are not co-planner; a wheel may be glued frozen	Co-planner; toy moves smoothly	Multiple moving parts; or interacting parts move smoothly
Finish	None applied	splotchy	Child safe	Additional coloration of techniques enhance the toy

On Monday 2 / 10 this happened

WHAT DO YOU SEE?

February 3 -7

Class was focused on finalizing plans for children's toys that are due on 11/12 February.

Here is an example of a plan fwith the various details that are necessary.

Students were encouraged to analyze their plans (and adjust as necessary) for the potential for "Short Grain Failure". Short grain failure is when a narrow piece of wide has the grain running across the short length. In orther words, the giraffe below is oriented in a way that gives long grain running up the neck and down the legs. The fish is arranged to have a long grain along it's bill, however the tips of the dorsal fin and the tips of the tails and fins would be in danger of sufferring short grain failure.




Students were also asked to cut long boards to appropriate length for joint on the Miter saw; and to plane boards that had already been jointed.


Meanwhile, Intermediate and Advanced students were working on a complex ramp build for Wizard of the Oz.

Some Important Dates

KNOW THESE DATES!

Toy Project (Including Self-Evaluation) 

due

in class Thursday / Friday 19 / 20 March 

(before break)

Spring Art Show 

Thursday - Friday May 14th - 15th

Thursday and Friday 30 / 31 January

Here are two examples of self-evaluations; one is very good; the other is not so well done.

Today in class you can be workin on your designs; 
you can be helping to cut 4/4 lumber into 16"-30" lengths;
You can be studying tool operations;
You can take tools tests or do tool demonstrations

Remember that your design to be complete must include:
at least two scale views of your project (a plan and an elevation)
Your name; date; and period.
Project Title
A calculation fo the board footage requreied to complete your project
You must have, and keep, and follow a plan to receive full credit on your project

Tuesday & Wednesday January 28 & 29

Today in class we reviewed the final.

We also went over calculating board footage for a project. The key fact to remember that the 1.5bf allowance for the toy project is based on the wood that is started with (e.g. the rough board in the lumber rack). The basic rule of thumb is that by the time the wood is 4-square and ready to glue up it is 25% smaller than than it started.




Therefore if you figure out how much wood will be in your glue up, your block can only be 1.125 bf (to have no additional cost to you).

WELCOME TO 2ND SEMESTER!

2nd Semester

PROJECTS 
This semester will include
1) The Toy Project that you have already begun
2) Making a cutting board.
3) A choice project such as a box depending on time and interest.

REMINDER: All students must submit a piece to the Spring Art Show; you do NOT have to offer this piece for sale. (If you offer it for sale you may either donate the proceeds to the Woods program or receive 50% of the sales price and 50% will go to the Woods program.)


MACHINES
You are to become Independent on 
1) Machine Sanders (Belt / Disc & Spindle)
2) Table Saw
3) Router & Router Table

REMEMBER: You MAY use machines you are not yet independent on under the supervision of the teacher.

You will have the opportunity, but are not required to learn the use of the
4) Drum Sander
5) Jointer

New topics of academics and skills this semester will include:

Tool Sharpening & 
Wood Identification.

Tuesday January 21

Today we worked on test preperation.

Students were able to ask Mr. Zartler to help them with topics they had had trouble with, and the class worked in smaller groups and as a whole class on reviewing topics.

Mr. Zartler will be out on Wednesday, so he will not be available for Flex time until Thursday and Friday.

January 15-17

This week was about 

Completing:

Hanger / Holder Projects
Self-evaluations of projects
Finals Test Study Materials

The final will include safer operations of:
Drill Press;
Band saw;
Planner;
Miter Saw;

and focus on knowledge covered in the notes review.

Friday / Monday January 10 / 13

Students had time to work on the various tasks for the end of the year.

1st Priority: Finishing Hanger or Holder
2nd: Completing the Self-evaluation activity including showing your project to Mr. Zartler for assessment
3rd: Making Test Preperation tools such as notecards
4th: Studying for the final exam (remember, studying is most effective when you "do something" with the information you are trying to learn. Doing something means translating, applying, comparing, etc.
5th: Working on a design for your children's toy. Students will receive 1 ½ board foot (216 in^3) of wood at no cost to them.

Wednesday / Thursday January 8 / 9

Mr. Zartler has to attend a district training on Wednesday.

As we discussed last class, today you will prep for your final exam. Today you should focus on creating actual study tools. Just saying (and even just doing) "looking at my notes" is not a particularly effective study strategy.

As a class brainstorm effective study strategies; move beyond “study my notes”. 

What you are looking for here, is things or activities that force you to "do something" with your knowledge. Translate it into diagrams or into words; paraphrase it; use it in a different situation; etc.

Think about flash cards; paraphrasing notes to yourself and others; asking one another “what if?” questions e.g. “What if you start the band saw with the blade touching the wood?” “What happens if you don’t ‘woodpecker’ when drilling a large hole? 

Is there a flash card app or website work best for you, why?

As class progresses, students are to create study aids to help one another study. These aids can and should include sample test questions. “What are the first three steps in making a scale drawing?” “What machine do you use first, second, and third to mill lumber that is four-square?”

The final exam will cover all the information we’ve studied about wood and woodworking this semester including safer operations of the drill press; miter saw; band saw; and planer. The final exam will include both factual knowledge questions; questions that requiring labeling or annotating, as well as questions about sequence and order (these are often the source of mistakes on tests).

Students should consider the items that were included in the fall notebook check: Wood Moves; Grain Diagram; Clamping Diagram; 3-D Visualization Notes; Saws Chart; Examples of Side Elevation; Front Elevation; Plan; Short Grain Failure notes; Board feet calculation; Lamination Chart; Toy Plan;

As well as the topics of: how to apply shellac.

As the class progresses, students should be testing one anothers’ knowledge using the tactics and tools described above.

Students may use the tests available on Maucks.com/ safety to figure out which questions about safer operations are most likely to be problematic. Students can then make flash cards.