Tuesday / Wednesday 18 / 19 September

Wood workers focused on finishing their curved object.

The goal was for students to practice cutting a curved object about 3"x2"x3/4" and rounding and smoothing the edges of this thing with rasps and files.

When the smoothing is complete students are to create a set of "Working Drawings" for the thing that they made (this is the reverse of how things normally work -- the idea is to help folk see how the three typical views of working drawings correspond to the thing to be made).

These drawings are to be made in the students design / notes book and are a graded assignment.






Before making their moving toy for children, students will need to create a set of working drawings for what they are going to make. BEFORE!

Friday / Monday 14 / 17 September

Class began with a review of measuring, and reminders about how to add unlike fractions by finding a common denominator (this is an important skill for quick and accurate carpentry and woodworking measurements).
















The class then practiced use of the Japanese Pull saw to cut a straight line; the coping saw to cut a curve; and the use of rasps and files to smooth edges and work to a given line on a design.

Students should be learning about the use of a bandsaw this week, including viewing instructional videos on Maucks.com/safety/band-saw/

Wednesday / Thursday September 12 / 13

Class discussed the Nick Offerman reading; Mr. Zartler noted that much of what Offerman suggests aligns with Generals Lead: Live to Learn; Engage with Purpose; Advocate for Self and Others; Demonstrate with Passion. And with the Visual Arts Department: Be: Growth Minded; Risk Takiing; Reflective; Improving.

The class created an analytical chart about the tools used to cut wood by hand.

A stick showing names for four kinds of cuts.

One of the example charts:

Monday / Tuesday 10 /11 September

There was a "pop" quiz today. If you missed it (or if you didn't score as well as you can now), please come to flex for a make up or proof that you know more now.

The class discussed working drawings / plans and simple three dimensional projections.











To the left are views of a cube as they would appear in construction drawings, and at the right, a "3-D" projection to help visualize the full project.






There was time for everyone to finish and respond to Good Clean Fun.

Students were reminded to spend some time on Maucks.com studying for machine tests.

Thursday / Friday 6 / 7 September

Classes took notes on various hardwood species, with a focus on those common in the Pacific Northwest.







The class then examined various trees on the Grant campus to become more familiar with trees and the requirements of creating lumber for woodworking and construction.











Students had time to work on the Good Clean Fun reading.

Students were reminded that Maucks.com/safety is an important resource for studying machine procedures and safety.

Tuesday and Wednesday, September 4 and 5

This week daily points for Career Related Learning Standards begins; Be: On Time; On Budget; According to Plan; Safe; Together to earn all five daily points.

Students finished destructive testing today.

Students were given a demonstration of how a "stick" (rough lumber) becomes milled into "four square" lumber using: jointer; planner; table saw; (and band saw).

Students were assigned the "Introduction" to Good Clean Fun, by Nick Offerman (prompts in previous entry).

Most students were guided through making a cross cut, using a table saw sled, on the table saw.

Students were introduced to Maucks.com/safety  as a place to study safe machine operations.

On Reading the Introduction to Good Clean Fun by Nick Offerman

When you read the "Introduction" to Good Clean Fun by Nick Offerman, take the time to respond, in writing, in your notebook.

At the least, respond to the following quotes and prompts:

What are the passions of your life? (pg 2)

Do you think you have a work ethic? What is it? Where did it come from? What do you think of it? (pg 4)

“Of course, adversity and necessity can be the cruel mothers of invention, so my fellow woodchucks and I learned tricky ways to achieve every task required of us….” (pg 5)

“Tolerance”

Think about activities you do (perhaps ones you love; perhaps not) What are your “tolerances” when doing those thing? Here you have to think about what measures of success there are in the activity and how much (or little) your hold yourself to those measures. Try to think and write about more than one activity you are involved in. (pg 6)

“Always maintain the attitude of a student.” (pg 8)

“There will be plenty more concerning the correction of errors.” (pg 9) Do you ever make mistakes? How do you respond? Why?