Professional Portfolio

5/23/18Contact UsBUILDING THE LEADERS WHO BUILD TOMORROW. A brief overview… ! Computational Thinking ! 5 Steps to Start Coding ! Some Resources ! An Interactive Look at PythonBUILDING THE LEADERS WHO BUILD TOMORROW. 2

5/23/18 “Everybody in this country should learn to program a computer, because it teaches you how to think.” —Steve JobsBUILDING THE LEADERS WHO BUILD TOMORROW. CODE.org states… Computer science drives innovation in the U.S. economy and society. Despite growing demand for jobs in the field, it remains marginalized throughout the U.S. K-12 education system.BUILDING THE LEADERS WHO BUILD TOMORROW. 3

5/23/18Why is this? Limited Limited LimitedSchedules Resources Knowledge (No Computers)BUILDING THE LEADERS WHO BUILD TOMORROW.How can we narrow the gap? Early ComputersExposure as Tools Vertical AlignmentBUILDING THE LEADERS WHO BUILD TOMORROW. 4

5/23/18 Kids want to code… \" Students have an intrinsic desire to make their devices do useful things; they see it as “cool.” \" Technology ignites interest and motivates students to learn.BUILDING THE LEADERS WHO BUILD TOMORROW.While ’cool’ is well, cool… \" What matters is the lasting benefits of learning these skills…Problem Solving Collaboration PersistenceLogical Thinking CommunicationBUILDING THE LEADERS WHO BUILD TOMORROW. 5

5/23/18 So how do we get there? 5 Steps to Start CodingBUILDING THE LEADERS WHO BUILD TOMORROW. Get Connected \" There are plenty of educators in your community already coding in their classrooms. \" The internet makes many resources available to educators and students.BUILDING THE LEADERS WHO BUILD TOMORROW. 6

5/23/18Get Connected Having a 1:1 Classroom Isn’t Necessary\" You don’t need computers to code!\" Programming fundamentals can be taught using nothing more than paper, makers, and willing students.BUILDING THE LEADERS WHO BUILD TOMORROW.Get Connected Having a 1:1 Classroom Isn’t NecessaryDon’t go it Alone!\" Chances are there are other teachers who want to implement coding in their classroom.\" Reach out to your district office, experts typically on-hand to assist with technology integration.BUILDING THE LEADERS WHO BUILD TOMORROW. 7

5/23/18Get Connected Having a 1:1 Classroom Isn’t NecessaryDon’t go it Alone! Trust Your Kids\" Don’t underestimate young students.\" Let go of the wheel and be pleasantly surprised.BUILDING THE LEADERS WHO BUILD TOMORROW.Get Connected Having a 1:1 Classroom Isn’t NecessaryDon’t go it Alone! Trust Your Kids Make it Fun! \" Choose age-appropriate activities for students to explore and have fun using. \" Many platforms offer game-like learning experiences centered around computer science.BUILDING THE LEADERS WHO BUILD TOMORROW. 8

Get Connected 5/23/18 Having a 1:1 Classroom Isn’t Necessary 9 Don’t go it Alone! Trust Your Kids Make it Fun!BUILDING THE LEADERS WHO BUILD TOMORROW. Some resources to get you started… This presentation along with the Beginner’s Resources guide can be found on our website.BUILDING THE LEADERS WHO BUILD TOMORROW.

5/23/18Sources Coding Across the Curriculum. (n.d.). Retrieved January 19, 2018, from https://www.edutopia.org/article/coding-across-curriculum Add Coding to Your Elementary Curriculum. . . Right Now. (n.d.). Retrieved January 20, 2018, from https://www.edutopia.org/blog/add-coding-elementary-curriculum-now-matt-harrellBUILDING THE LEADERS WHO BUILD TOMORROW. And now… An interactive look at PythonBUILDING THE LEADERS WHO BUILD TOMORROW. 10

5/23/18Aerodynamics Through Dragster Design Rick I. Ortiz,STEM Teacher 1

5/23/18Learning ObjectivesBUILDING THE LEADERS WHO BUILD TOMORROW. Land Travel is a Necessity Travel over land has been a necessity of people and animals since the beginning of time. • Animals – Predators Chase Prey • Humans – Transport Food to Support LifeBUILDING THE LEADERS WHO BUILD TOMORROW. 2

5/23/18 Humans are s l o w… Compared to other animals on earth, humans are slow.BUILDING THE LEADERS WHO BUILD TOMORROW. Humans are s l o w…BUILDING THE LEADERS WHO BUILD TOMORROW. 3

5/23/18 Technology Makes us Faster! So, humans are not very fast. But, they are when you factor in technology. Throughout history people have used technology to overcome limits on their physical abilities.BUILDING THE LEADERS WHO BUILD TOMORROW. Current Land Speed Record The Thrust SSC broke the land speed record in 1997, travelling faster than the speed of sound. 766 MPHBUILDING THE LEADERS WHO BUILD TOMORROW. 4

5/23/18BUILDING THE LEADERS WHO BUILD TOMORROW. Land Transport Vehicle Design 6 Components: 1. Power – Engine 2. Suspension – Shocks,Wheels, and Tires 3. Structure – Frame / Body 4. Guidance – GPS 5. Support – Gas Station, Service, etc. 6. Control – Steering, Throtle, etc.BUILDING THE LEADERS WHO BUILD TOMORROW. 5

5/23/18Newton’s 2nd Law The acceleration of an object of constant mass is proportional to the force acting upon it.BUILDING THE LEADERS WHO BUILD TOMORROW.Force (F) = Mass (m) • Acceleration (a) Given: SO… To increase Divide: acceleration,Therefore: increase force or decrease mass.BUILDING THE LEADERS WHO BUILD TOMORROW. 6

5/23/18 Velocity Acceleration and Velocity are related but not the same!BUILDING THE LEADERS WHO BUILD TOMORROW. Acceleration is a Change in Velocity A typical sedan accelerates from 0 to 60 in 16 seconds, so its acceleration is….BUILDING THE LEADERS WHO BUILD TOMORROW. 7

5/23/18Mass Mass is a measure of the amount of matter or material an object contains.BUILDING THE LEADERS WHO BUILD TOMORROW. Density Different materials have different densities, changing the mass becomes a relative task to volume.BUILDING THE LEADERS WHO BUILD TOMORROW. 8

Center of Mass 5/23/18 9 The center of mass is an object's \"balance point\".BUILDING THE LEADERS WHO BUILD TOMORROW. Forces on the Dragster • Cartridge Force • Resistive Force • Drag Force • Net ForceBUILDING THE LEADERS WHO BUILD TOMORROW.

5/23/18 Cartridge Force The cartridges contain a large volume of carbon dioxide gas under extreme pressure. The firing pin on the start gate makes a hole in the nozzle so the pressurized CO2 gas escapes producing thrust or force.BUILDING THE LEADERS WHO BUILD TOMORROW.Resistive Force Resistive forces are the forces working against or resisting the forward motion of your dragster.Sliding Friction Rolling FrictionBUILDING THE LEADERS WHO BUILD TOMORROW. 10

5/23/18 Drag Force Drag occurs when a solid object moves through a gas or liquid. When your dragster is streaking down the track, air flow creates pressures and friction on the vehicle.BUILDING THE LEADERS WHO BUILD TOMORROW. Drag Force Drag changes as length increases.BUILDING THE LEADERS WHO BUILD TOMORROW. 11

5/23/18 Streamlining Change the shape to reduce pressure and friction.BUILDING THE LEADERS WHO BUILD TOMORROW. Putting it all Together The net or total force acting on the vehicle is equal to: Cartridge Force Drag Force Friction ForceBUILDING THE LEADERS WHO BUILD TOMORROW. 12

5/23/18 Improving Your Dragster Since we can’t change the force of the cartridge, we must focus on… • Reducing Mass • Reducing Drag • Reducing Surface FrictionBUILDING THE LEADERS WHO BUILD TOMORROW. Improving Your DragsterBUILDING THE LEADERS WHO BUILD TOMORROW. 13

5/23/18 The Design Challenge As an automotive engineer, your challenge is to design a vehicle, powered by a CO2 cartridge provided by your teacher, to travel down a track at the fastest time.BUILDING THE LEADERS WHO BUILD TOMORROW.Questions?Comments?Social Observations?BUILDING THE LEADERS WHO BUILD TOMORROW. 14

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: August 23, 2017 October 20, 2017Course: Principles of Applied Engineering Standards AddressedUnit: Advanced 3D Modeling, Physical Print §130.402.c.3.C, 3.D, 3.E, 6.B, 6.D, 10.A, 10.B, 10.C, 10.D, 10.E, 10.F, 10.G, 10.H, 10.ATeacher: Rick Ortiz Cross-Curricular ConnectionsSTAGE 1 – Instructional Target §111.14.c.4.D (Geometry) Learning Objectives / Goals Secondary Evidence • T will conduct informal observation and document• Ss will apply learned 3D Modeling fundamentals to findings in Observation Checklist. model complex parts from technical drawings as reference. • Ss will print their completed designs using a 3D• Ss will understand how to read technical drawings. printer.• Ss will apply learning to translate dimensional and • Extension: Ss can compete in 3D CAD competitive spatial information to from technical drawings in a 3D modeling environment. event through TSA.• Ss will apply learned concepts to design and print their own model.STAGE 2 – Assessment Performance Tasks• Ss will solve real-world problems by implementing engineering design principles to develop a working model.• Ss will apply learned concepts using AutoDesk Inventor to complete complex models based on technical drawings and submit to instructor for evaluation.• Ss will research real-world problems and develop efficient solutions using a 3D modeling environment.STAGE 3 – Lesson Delivery Differentiated Instruction Supports Instructional Strategies • Provide accommodations/ modifications to Ss in accordance with IEP/ (SpEd.)Direct Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning • Front-load instructional materials on virtual learning platform. (LEP) Instructional Materials • Provide online translation tools as needed. (LEP)Student Workstation, AutoDesk Inventor 2017, 3D • Provide visual aids, graphic organizers, etc. asModeling Manual, MakerBot 3D Printer, Filament needed. curriculum.ephs.tech Created by: Rick Ortiz

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: October 26, 2017 December 8, 2017Course: Principles of Applied Engineering Standards AddressedUnit: Introduction to Structural Engineering §130.402.c. 1.B, 1.C, 1.D, 5.A, 6.C, 6.D, 9.DTeacher: Rick Ortiz Cross-Curricular Connections §112.39.c.4.D, 4.E (Physics, Free Body Diagrams)STAGE 1 – Instructional Target Secondary Evidence Learning Objectives / Goals • T will conduct informal observation and document• Ss will understand the way physical systems findings in Observation Checklist. function by utilizing virtual simulation tools to design, • Ss will document their progress using digital prototype, and evaluate a structural system. engineering journals.• Ss will define and understand the different types of • Ss will conduct peer-evaluations to document the stress: compression, tension, torsion, shear. engineering team dynamic.• Ss will apply knowledge of structural engineering • Extention: Ss can apply leaned principles Structural principles to a real world design problem. Engineering and Design TSA competition.• Ss will use CAD tools to develop a challenge Differentiated Instruction Supports solution in preparation for physical prototyping. • Provide accommodations/ modifications to Ss inSTAGE 2 – Assessment accordance with IEP/ (SpEd.) Performance Tasks • Front-load instructional materials on virtual learning platform. (LEP)• Ss will complete assessment activities in the WhiteBox Learning system. • Provide online translation tools as needed. (LEP) o Truss Stability Lab; Linear Forces Lab; Nonlinear • Provide visual aides, graphic organizers, etc. as Forces Lab; External Forces Lab; Free Body Diagrams Lab needed.• Ss will work in virtual simulation environment to conduct a cost analysis of materials and other factors when designing a bridge.• Ss will develop a solution to the design challenge and evaluate the feasibility of their design in a virtual simulation environment.STAGE 3 – Lesson Delivery Instructional StrategiesDirect Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning Instructional MaterialsWhiteBox Learning System, Student Workstations,Internet Connectivitycurriculum.ephs.tech Created by: Rick Ortiz

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: August 30, 2017 September 22, 2017Course: Principles of Applied Engineering Standards AddressedUnit: Introduction to 3D Modeling (CAD) §130.402.c.3.C, 3.D, 3.E, 6.B, 6.D, 10.A, 10.B, 10.CTeacher: Rick Ortiz Cross-Curricular ConnectionsSTAGE 1 – Instructional Target §111.14.c.4.D (Geometry) Learning Objectives / Goals• Ss will define 3D modeling features: chamfer, fillet, round, hole, scale, extrude, mirror, pattern, etc.• Ss will understand and apply 3D modeling techniques: revolve, extrude, mirror, 2D pattern, 3D pattern.• Students will understand how to constrain geometry in 2 and 3 dimensions.STAGE 2 – Assessment Secondary Evidence Performance Tasks • T will conduct informal observation and document• Ss will complete various assessment activities in findings in Observation Checklist. AutoDesk Inventor 2017 to practice and master individual CAD modeling skills. • Ss will graduate to create their own model for 3D• Ss will complete industry-standard modeling exercises printing in the following unit, ‘Advanced 3D using Autodesk Inventor and submit for evaluation by T. Modeling’.• Ss will apply learned concepts to design successively • Extension: Ss can compete in 3D CAD competitive more complex 3D models. event through TSA.STAGE 3 – Lesson Delivery Differentiated Instruction Supports Instructional Strategies • Provide accommodations/ modifications to Ss in accordance with IEP/ (SpEd.)Direct Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning • Front-load instructional materials on virtual learning platform. (LEP) Instructional Materials • Provide online translation tools as needed. (LEP)Student Workstation, AutoDesk Inventor 2017, 3D • Provide visual aids, graphic organizers, etc. asModeling Manual needed. curriculum.ephs.tech Created by: Rick Ortiz

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: February 5, 2018 March 9, 2018Course: Principles of Applied Engineering Standards AddressedUnit: Principles of Rocketry §130.402.c.1.D, 3.D, 4.A, 4.C, 4.F, 4.G, 6.B, 8.A, 8.BTeacher: Rick Ortiz Cross-Curricular ConnectionsSTAGE 1 – Instructional Target §111.14.c.4.D, 5.A, 5.B, 5.C (Geometry; Angles) Learning Objectives / Goals• Ss will understand rocketry principles such as: Lift, Thrust, Weight, and Drag.• Ss will research career opportunities in aerospace engineering.• Ss will apply the iterative design process to design the most efficient solution to the design challenge.• Ss will apply learned concepts to build and test a physical model rocket.STAGE 2 – Assessment Secondary Evidence Performance Tasks • T will conduct informal observation and document• Ss will complete relevant assessment activities in the findings in Observation Checklist. WhiteBox Learning System: o Weight Quiz, Thrust Quiz, Recovery Quiz, • T will conduct safety test of student rockets prior to Stability Quiz, and o Drag Lab launch.• Ss will utilize personal time management skills to complete • T will conduct actual launch test of rockets on a physical build of a model rocket. selected launch day. (Track Field)• Ss will be assessed on flight accuracy, recovery, and overall aesthetics.STAGE 3 – Lesson Delivery Differentiated Instruction Supports Instructional Strategies • Provide accommodations/ modifications to Ss in accordance with IEP/ (SpEd.)Direct Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning • Front-load instructional materials on virtual learning platform. (LEP) Instructional Materials • Provide online translation tools as needed. (LEP)WhiteBox Learning System, Student Workstations, • Provide visual aids, graphic organizers, etc. asInternet Connectivity, Gum Tape, Rocket Part Kits, Glue,General Shop Tools, Solid Fuel Rocket Engines, Igniters needed. curriculum.ephs.tech Created by: Rick Ortiz

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: August 21, 2017 August 28, 2017Course: Principles of Applied Engineering Standards AddressedUnit: Principles of Engineering Design §130.402.c.2.D, 2.E, 2.G, 3.B, 4. ATeacher: Rick Ortiz Cross-Curricular Connections §112.34.c.1.B (Scientific Method)STAGE 1 – Instructional Target Learning Objectives / Goals• Ss will compare and contrast the Scientific Method and the Engineering Design Process.• Students will complete Kill the King engineering challenge.• Students will work in teams to develop an engineering solution to the design challenge.• Ss will understand the importance of documentation in engineering.STAGE 2 – Assessment Secondary Evidence Performance Tasks • T will conduct informal observation and document• Ss will construct a catapult that shoots ping-pong balls at a findings in Observation Checklist. target. • Ss will be evaluated based on the following• Ss will apply the engineering design process to research, design, and evaluate their working challenge solution. categories: Craftsmanship (20%), Aesthetics (20%), Time Management (10%), and Functionality (50%).• Ss will prototype and test their solutions in real time.• Ss will apply iterative design principles to evaluate their • Extension: Ss can compete the Texas State completed product. Catapult Design Event in TSA.STAGE 3 – Lesson Delivery Differentiated Instruction Supports Instructional Strategies • Provide accommodations/ modifications to Ss in accordance with IEP/ (SpEd.)Direct Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning • Front-load instructional materials on virtual learning platform. (LEP) Instructional Materials • Provide online translation tools as needed. (LEP)Student Workstations, Internet Connectivity, Wooden • Provide visual aids, graphic organizers, etc. asTongue Depressors / Popsicle Sticks, Plastic Spoons,Rubber Bands, Masking Tape needed. curriculum.ephs.tech Created by: Rick Ortiz

EL PASO HIGH SCHOOL STEM DEPARTMENT PROJECT-BASED LEARNING LESSON PLANLesson Properties Start Date: Completion Target: January 4, 2018 January 31, 2018Course: Principles of Applied Engineering Standards AddressedUnit: Structural Engineering Physical Build §130.402.c. 1.B, 1.C, 1.D, 5.A, 6.C, 6.D, 9.DTeacher: Rick Ortiz Cross-Curricular Connections §112.39.c.4.D, 4.E (Physics, Free Body Diagrams)STAGE 1 – Instructional Target Learning Objectives / Goals• Ss will understand the fundamentals of scale and how it applies to real-world engineering projects.• Ss will understand how to build physical models based on computer-generated blueprints.• Ss will apply learned concepts from previous unit to create working prototypes of their designs.• Ss will apply lab / shop safety principles to safely utilize shop tools to complete their physical models.STAGE 2 – Assessment Secondary Evidence Performance Tasks • T will conduct informal observation and document• Ss will complete Scale Lab. findings in Observation Checklist.• Ss will utilize prior knowledge of engineering design and • T and Ss will complete destructive testing on their evaluation to select a final design from 2-3 proposed designs. finished prototypes using an official structures• Ss will physically build the selected design following testing instrument. computer-generated blueprints.STAGE 3 – Lesson Delivery Differentiated Instruction Supports Instructional Strategies • Provide accommodations/ modifications to Ss in accordance with IEP/ (SpEd.)Direct Instruction, Modeling, Self-Paced Assignments,Virtual Learning Environment, Blended Learning • Front-load instructional materials on virtual learning platform. (LEP) Instructional Materials • Provide online translation tools as needed. (LEP)WhiteBox Learning System, Student Workstations, • Provide visual aids, graphic organizers, etc. asInternet Connectivity, Balsa Wood Strips, General ShopTools, needed. curriculum.ephs.tech Created by: Rick Ortiz