Building A Wooden Box Unit Project PDF

**[Building a Wooden Box]** **[Unit Project]** Teacher: Cory Sears **TTED 845/93** **Title & Table of Contents** [Building a Wooden Box] **\ *Section* *Page Number*** **\ **Needs assessment- 3 Lesson Objectives- 4 Sequence- 5 Scope- 6 Entry Level Behaviors- 7 Student Characteristics- 8...

**[Building a Wooden Box]** **[Unit Project]** Teacher: Cory Sears **TTED 845/93** **Title & Table of Contents** [Building a Wooden Box] **\ *Section* *Page Number*** **\ **Needs assessment- 3 Lesson Objectives- 4 Sequence- 5 Scope- 6 Entry Level Behaviors- 7 Student Characteristics- 8 Unit Lesson Plans: 10 Grade Scale- 36 Course Evaluation- 37 **Needs Assessment** (Why Teach?) According to US Department of Education's most recent National Assessment of Career and Technical Education Report to Congress in 2014 "Policymakers and educators are responding by emphasizing the preparation of high school students for college and careers --- both options, not just one or the other --- with the understanding that all youth will require some form of advanced education or skill training if they are to compete in today's labor market." More current evidence echoes the importance of hands on based education in the Harvard Gazette of September 4, 2019 which states,  (students) "actually learned more when taking part in classrooms that employed so-called active-learning strategies," this points out that the use hands-on learning in the classroom has produced dramatic results. Additionally, the National Association of Home Builders, stated in their Fall 2022 Labor Market Report, "demand for construction workers remains solid, with 118,700 net residential construction jobs added over the last 12 months and a recent monthly average of about 9,000 additions." Furthermore, I and a group of fellow educators meet about every 6 months to meet with business and industry to discuss trends and job growth in the construction trades and what they are looking for. So far we have met with many construction, business, and engineering firms who have shared with us similar statistics. With this in mind we need to provide opportunities to learn these important skills in a classroom setting to meet the demands of a market that is experiencing a shortage in skilled trade professionals; in a way that has been shown to be effective. I will adjust any instruction in the future based on current trends and evidence to this end. **Lesson Objectives** (What to Teach) Objective 1: After a demonstration on the correct use of the planer, students will surface a board to the desired thickness provided, within 1/16^th^ of an inch. Objective 2: With the cut list provided, students will cut 6 pieces from the surfaced board using the miter saw; tolerance is within 1/16^th^ of an inch. Objective 3: On the router table students will machine the rabbets, dadoes, and grooves according to diagrams given. Objective 4: Using speed clamps, the students will perform a dry fit of the box to ensure an accurate fit with no gaps greater than 1/16^th^ of an inch. **Sequence** (When To Teach) Lessons should be taught in this order:\ 1. Surfacing Lumber.\ 2. Cutting Lumber.\ 3. Machining Box Components.\ 4. Dry Fitting Box Components. **Scope** (How Long To Teach) 1\. Surfacing Lumber -- 20 minutes. 2\. Cutting Lumber -- 20 minutes.\ 3. Machining Box Components -- 30 minutes.\ 4. Dry Fitting Box Components -- 15 minutes. The times are for lesson presentation, demonstration, and student practice. Steps 1 and 2 are done in one class period. Steps 3 and 4 are done in another class period that follows. **Entry Level Behaviors** 1. Basic math skills 2. Basic English skills 3. Basic communication skills 4. Knowledge of nominal board thickness 5. Knowledge of US customary system of measurement 6. Ability to accurately read a tape measure 7. Knowledge on the correct and safe use of a power planer 8. Knowledge on the correct and safe use of a compound sliding miter saw 9. Knowledge on the correct and safe use of a router table 10. Basic laboratory safety 11. Basic carpentry plan print reading 12. Know how to use a broom and shop vacuum **Student Characteristics** (Who to Teach) [Age Range:] [Gender:] Mostly Males about 5% to 10% female. [School Type:] [Grade Level:] [Interests:] [Health:] [Motivation:] [Attitudes/Behaviors:] [Learning Styles:] [IEPs:] [Achievement Level:] [Sources of Reinforcement:] [Language:] [Socio-economic:] [Pathways:] [Extra-curriculars:] [Prerequisite experience:] **Unit Lesson Plans (4 Each)** **Lesson 1** +-----------------------------------+-----------------------------------+ | **Unit Title:** Building a Wooden | | | Box | | +-----------------------------------+-----------------------------------+ | **Lesson Title:** | | | | | | Surfacing Lumber | | +-----------------------------------+-----------------------------------+ | **Lesson objective:** | | | | | | After a demonstration on the | | | correct use of the planer, | | | students will surface a board to | | | the desired thickness provided, | | | within 1/16^th^ of an inch. | | +-----------------------------------+-----------------------------------+ | **Enabling objective/s:** | | +-----------------------------------+-----------------------------------+ | **Preparation (Step 1)** | | +-----------------------------------+-----------------------------------+ | [Instructor] | [Student] | +-----------------------------------+-----------------------------------+ | **References:** | Informational Assignments: | | | | | -Vogt, Floyd, and Gary Brackett. | -Knowledge of Nominal Board | | *Residential* | Thickness found in previously | | | covered material-Cengage Textbook | | *Construction Academy: Carpentry, | Residential Carpentry "Chapter | | 5^th^ Edition*. Cengage, 2020. | 6-Board Feet: Lumber Sizes and | | | Board Foot Measurement." | | -*Jet Tools*. | [../../Residential Carpentry | | [https://content.jettools.com/ass | Lecture | | ets/manuals/708538\_man\_EN.pdf.] | PowerPoints/VogtRCA\_PPT\_Ch06.pp | | | tx](file:///Users/ecs00032/Docume | | | nts/Residential%20Carpentry%20Lec | | *-Iteea\'s Safety Resources*, | ture%20Powerpoints/VogtRCA_PPT_Ch | | [https://www.iteea.org/Resources/ | 06.pptx) | | Safety/Planer.htm. | | | ] | -Knowledge of the US Customary | | | System of Measurement found in | | *-Planer - Virginia Tech*. | Cengage Textbook Residential | | [https://www.alce.vt.edu/content/ | Carpentry "Chapter 1-Hand | | dam/alce\_vt\_edu/teacher-resourc | Tools."[../../Residential | | es/lab-safety-resources/planer.pd | Carpentry Lecture | | f.] | PowerPoints/01\_Measurement\--Fra | | Pgs. 2-3 Safety Sheet, and Pg. 7 | ctions | | Performance Test | and | | | Measurement.pptx](file:///Users/e | | -KP Compass, Inc. "KP Compass." | cs00032/Documents/Residential%20C | | *Paxton Patterson*, | arpentry%20Lecture%20Powerpoints/ | | [https://lms.paxpat.com/.]{.under | 01_Measurement--Fractions%20and%2 | | line} | 0Measurement.pptx) | | | | | | -Jet Planer User Manual (for | | | reference if wanted) | | | | | | -Iteea Videos and Written Safety | | | Test | | | | | | -Planer Safety Sheet and Prior | | | Performance Test | | | | | | -Paxton Patterson Building Skills | | | LMS "Power Tools Skills" Activity | | | 3. | +-----------------------------------+-----------------------------------+ | **Instructional Media:** | | | Paxton/Patterson demonstration | | | video | | +-----------------------------------+-----------------------------------+ | **Equipment and Tools:** | | | | | | -15-inch Power Planer | | | | | | -Jet Dust Collector | | | | | | -A Tape Measure | | | | | |   | | +-----------------------------------+-----------------------------------+ | **Materials:** | | | | | | -1 x 6 x 4 Pine Board | | +-----------------------------------+-----------------------------------+ | **Introduction of the lesson to | | | the students (Step 2)** | | | | | | Since our box needs to be at the | | | correct dimensions for the | | | joinery to fit correctly we will | | | need to prepare the surface by | | | planing each side of our board. | | +-----------------------------------+-----------------------------------+ | **Information Presentation (Step | | | 3)** | | +-----------------------------------+-----------------------------------+ | [Information] | [Key Points] | +-----------------------------------+-----------------------------------+ | 1\) Remove 1 x 6 Board from | Note: | | Storage | | | | - Be proactive in getting your | | | own lumber from the storage | | | shelf. | | | | | | - Correct board will be present | | | (not a 2 x4 or a 2x6, only a | | | 1x6) | | | | | | Safety Prompts: | | | | | | - Student should use caution, | | | and be aware of surroundings | | | when carrying board not to | | | run into others. | | | | | | - Student should be careful and | | | have a clear path for | | | walking; free from debris and | | | obstacles so as not to trip | | | and fall resulting in injury. | +-----------------------------------+-----------------------------------+ | 2\) Prepare for Planing | Notes: | | | | | a\) With Depth Adjustment Wheel | - If adjusted to correct height | | Adjust Depth of Cut Limiter | the depth adjust scale on the | | slightly above Board | side will read 1/16^th^ above | | | board thickness | | b\) Turn on Dust Collector | | | | - Board will be able to move | | c\) Hit Start Button | under limiter (no further | | | than ¼ of an inch) back and | | | forth and not stick | | | | | | - Both Dust Collector and | | | Planer will be running | +-----------------------------------+-----------------------------------+ | 3\) Plane First Side | Safety Prompts: | | | | | a\) Gentle but firmly feed board | - Student should be cautious | | into planer planning one side | not to force board into the | | and immediately move to out | planer if it sticks. If the | | feed table to guide board out | board doesn't feed, hit stop | | keeping level, or Have one | button ,and wait for the | | student on the infeed and one | machine come to a full stop | | on the outfeed | before starting process | | | again. | | | | | | - Be aware of your body | | | position prior to planing. | | | Student should be standing to | | | one side while planing in | | | case of accidental kickback | | | that could result in injury. | | | | | | - Be aware of position hands | | | prior to feeding on the | | | infeed and outfeed tables. | | | Student should not have | | | fingers in the bed of the | | | planer at any time; | | | extremities could be drawn | | | into the planer resulting in | | | amputation or worse. | | | | | | - Student should not be wearing | | | loose clothing, rings, | | | jewelry, and long hair should | | | be tied back; otherwise they | | | could be drawn into planer. | | | | | | - Student should be careful to | | | keep fingers on top, back on | | | infeed table,) and the sides | | | of board when feeding, not | | | underneath the infeed and | | | outfeed table rollers. | | | Failure to follow these | | | guidelines could result in | | | fingers being smashed or | | | broken. | +-----------------------------------+-----------------------------------+ | 4\) Flip Board Over & Repeat on | Note: | | opposite side | | | | - Repeat previous steps for the | | | other side of the board | +-----------------------------------+-----------------------------------+ | **Student Activities (Step 4)** | | | | | | Using the job sheet for this | | | lesson have the students plane | | | both sides of their board. | | +-----------------------------------+-----------------------------------+ | **Summary (Step 5)** | | | | | | After you have completed your | | | demonstration of how to use the | | | planer correctly give the | | | students the job sheets and ask | | | if there are any questions. If | | | there are none they may work | | | independently to complete the | | | task. | | +-----------------------------------+-----------------------------------+ | **Student Assessment (Step 6)** | | | | | | Using checklist and rating scale | | | on the rubric to determine if the | | | students completed the lesson | | | objectives adequately. | | +-----------------------------------+-----------------------------------+ [Unit Title:] Building a Wooden Box Job Sheet for Lesson 1: Surfacing Board 1.Equipment/Tools Needed: -15-inch Power Planer -Jet Dust Collector -A Tape Measure Materials Needed: -1 x 6 x 4 Pine Board 2\. Procedure for Planing Project Board 1\) Remove 1 x 6 Board from Storage 2\) Prepare for Planing a\) Set depth adjustment wheel adjust depth of cut limiter slightly (1/16^th^) above the board b\) Turn on Dust Collector c\) Hit Start Button 3\) Plane First Side a. Gently but firmly feed board into planer planning one side and immediately move to out feed table to guide board out keeping level, or Have one student on the infeed and one on the outfeed guiding it out level. 4\) Flip Board Over & Repeat on opposite side 3\. **Checklist and Rubric:** +-----------------------+-----------------------+-----------------------+ | **Check List for | Yes | No | | Board Planing** | | | | (process evaluation) | | | +=======================+=======================+=======================+ | Did they follow all | | | | safety protocols? (4 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they inspect the | | | | board for foreign | | | | objects? (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they correctly | | | | set the depth | | | | adjustment to the | | | | correct height? | | | | | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they turn on the | | | | dust collector? (2 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they plane both | | | | sides of the board? | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they keep the | | | | board level on the | | | | outfeed table? (2 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they clean up | | | | after themselves | | | | after they were done? | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | **Rating | | | | | | | Scale** | | | | | | | (product | | | | | | | evaluatio | | | | | | | n) | | | | | | | | | | | | | | **0**-Did | | | | | | | Not | | | | | | | complete | | | | | | | the task | | | | | | | (1/4+) | | | | | | | | | | | | | | **1**-Poo | | | | | | | r | | | | | | | (1/8 +) | | | | | | | | | | | | | | **2**-Fai | | | | | | | r | | | | | | | (=1/8) | | | | | | | | | | | | | | **3**-Goo | | | | | | | d | | | | | | | (-1/8) | | | | | | | | | | | | | | **4**-Ver | | | | | | | y | | | | | | | Good (= | | | | | | | or | | | | | | | Tolerance | | | | | | | + or - | | | | | | | 1/16) | | | | | | +===========+===========+===========+===========+===========+===========+ | Board | 4 | 3 | 2 | 1 | 0 | | Planing | | | | | | | Activity | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | The final | Very Good | Good | Fair | Poor | Fail | | product | | | | | | | is within | | | | | | | 1/16th of | | | | | | | an inch | | | | | | | of the | | | | | | | thickness | | | | | | | parameter | | | | | | | s | | | | | | | of | | | | | | | 5/8ths. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ [Checklist Total:] /16 -------------------------------- ----- [Rubric Total:] /4 [Total Grade:] /20 **Lesson 2** +-----------------------------------+-----------------------------------+ | **Unit Title:** Building a Wooden | | | Box | | +-----------------------------------+-----------------------------------+ | **Lesson Title:** | | | | | | **Cutting Lumber** | | +-----------------------------------+-----------------------------------+ | **Lesson objective:** | | | | | | With the cut list provided, | | | students will cut 6 pieces from | | | the surfaced board using the | | | miter saw; tolerance is within | | | 1/16^th^ of an inch. | | +-----------------------------------+-----------------------------------+ | **Enabling objective/s:** | | +-----------------------------------+-----------------------------------+ | **Preparation (Step 1)** | | +-----------------------------------+-----------------------------------+ | [Instructor] | [Student] | +-----------------------------------+-----------------------------------+ | **References:** | Informational Assignments: | | | | | -Vogt, Floyd, and Gary Brackett. | \- Knowledge of Stationary Power | | *Residential* | Tools found in previously covered | | | material-Cengage Textbook: | | *Construction Academy: Carpentry, | "Residential Carpentry" Chapter 3 | | 5^th^ Edition*. Cengage, 2020. | | | | on Stationary Power Tools. | | *-Slide Compound Miter Saw - | [Residential Carpentry Lecture | | Makita*. | PowerPoints/VogtRCA\_PPT\_Ch03.pp | | https://www.makita.com.au/images/ | tx](file:///Users/ecs00032/Docume | | downloads/documents/manuals/LS101 | nts/Curriculum%20Course/Lesson%20 | | 9\_manual.pdf. | Plan/Residential%20Carpentry%20Le | | | cture%20Powerpoints/VogtRCA_PPT_C | | *-Iteea\'s Safety Resources*, | h03.pptx) | | [https://www.iteea.org/Resources/ | | | Safety/] | -Knowledge of the US Customary | | [Miter\_Saw.htm. ] | System of Measurement found in | | | Cengage Textbook Residential | | *-Planer - Virginia Tech*. | Carpentry "Chapter 1-Hand | | [https://www.alce.vt.edu/content/ | Tools."[../../Residential | | dam/alce\_vt\_edu/teacher-resourc | Carpentry Lecture | | es/lab-safety-resources/mitersaw. | PowerPoints/01\_Measurement\--Fra | | pdf.] | ctions | | Pgs. 2-3 Safety Sheet, and Pg. 7 | and | | Performance Test | Measurement.pptx](file:///Users/e | | | cs00032/Documents/Residential%20C | | -KP Compass, Inc. "KP Compass." | arpentry%20Lecture%20Powerpoints/ | | *Paxton Patterson*, | 01_Measurement--Fractions%20and%2 | | [https://lms.paxpat.com/.]{.under | 0Measurement.pptx) | | line} | | | | -Makita Dual Compound Sliding | | | Miter Saw User Manual (for | | | reference if wanted ) | | | | | | -Iteea Miter Saw Videos and | | | Written Safety Test | | | | | | -Miter Saw Safety Sheet and Prior | | | Performance Test | | | | | | -Paxton Patterson Building Skills | | | LMS "Power Tools Skills" Activity | | | 4. | +-----------------------------------+-----------------------------------+ | **Instructional Media:** | | | Paxton/Patterson demonstration | | | video | | +-----------------------------------+-----------------------------------+ | **Equipment and Tools:** | | | | | | \- Power Miter Saw | | | | | | -Shop Vacuum to attach to Miter | | | Saw or Miter Dust Bag | | | | | | -A Tape Measure | | | | | | -A Carpenter's Pencil | | | | | | -A Speed Square | | | | | | -A Trash Can for disposal of | | | small scraps | | | | | |   | | +-----------------------------------+-----------------------------------+ | **Materials:** | | | | | | -Previously Planed 1 x 6 x 4 Pine | | | Board at a thickness of 5/8 | | +-----------------------------------+-----------------------------------+ | **Introduction of the lesson to | | | the students (Step 2)** | | | | | | Since our box needs have the | | | correct dimensions for our sides, | | | we need to cut them all to the | | | correct length. | | +-----------------------------------+-----------------------------------+ | **Information Presentation (Step | | | 3)** | | +-----------------------------------+-----------------------------------+ | [Information] | [Key Points] | +-----------------------------------+-----------------------------------+ | 1\) Prepare Miter Saw | Note: | | | | | a\) Push down on handle and pull | - Miter saw blade housing will | | release pin on the right | be in up position after | | | release | | b\) Check Guard | | | | - Guard should be checked to | | c\) Check for objects | move freely without | | | obstruction | | | | | | - Miter saw table will be clear | | | of scraps, fasteners, or | | | debris. | | | | | | Safety Prompts: | | | | | | - Make sure miter saw is | | | unplugged when inspecting as | | | to not accidently hit the | | | trigger and cause injury. | +-----------------------------------+-----------------------------------+ | 2\) Prepare Wood | Notes: | | | | | a\) Measure correct length with | - Board should be marked with | | tape measure and mark | pencil not pen, marker, or | | | crayon; otherwise the line | | b\) Mark straight line with | could be too thick throwing | | speed square | off our measurement or be | | | harder to sand off when we | | c\) Line up board with the blade | get to the box assembly step | | on the removal side of line | | | | - Line should be square with | | | the edge of the board | | | | | | - Blade should be positioned on | | | the removal side of the line | | | so as not to remove too much | | | from the piece of wood. | | | | | | - User should follow the | | | measurement the length | | | measurement in the table | | | provided. [Paxton Patterson | | | Rotation Station | | | Worksheets/Power Tools Wooden | | | Box Table | | | Revised.docx](file:///Users/e | | | cs00032/Documents/Curriculum%20Co | | | urse/Lesson%20Plan/Paxton%20Patte | | | rson%20Rotation%20Station%20Works | | | heets/Power%20Tools%20Wooden%20Bo | | | x%20Table%20Revised.docx) | +-----------------------------------+-----------------------------------+ | 3\) Cut Wood | Note: | | | | | a\) Plug in miter saw | - Board should be cut according | | | to table provided within | | b\) Turn on shop vacuum attached | 1/16^th^ of an inch. | | to miter | | | | Safety Prompts: | | c\) With hands at least 6 inches | | | from the blade hold wood firmly | - Student should be mindful of | | down on the table and against | wearing safety googles; so as | | the fence | to not accidently cause | | | damage to eyes | | d\) Depress trigger so the saw | | | goes to full speed | - Student should not be wearing | | | loose clothing, rings, | | e\) plunge blade all the way | jewelry, and long hair should | | through the material | be tied back in case any | | | objects be drawn into the | | f\) wait till blade comes to a | spinning blade. | | full stop before lifting back | | | up or removing scrap | - Student has the option to | | | wear an n95 dusk mask if they | | | so choose to avoid irritation | | | from dust. | | | | | | - Student should be cautious to | | | keep fingers at least 6 | | | inches away from the blade; | | | so as to not cause injury to | | | their fingers or amputation. | | | | | | - Student should have piece | | | firm against the fence for | | | the full length of the board | | | and keep board firmly down on | | | the miter saw table at the | | | same time; as to not cause a | | | pivot point that would lead | | | to an unsafe or inaccurate | | | cut, they should be | | | reasonably confident in this | | | task | | | | | | - Student should wait till the | | | blade comes to full stop | | | before lifting back up, to | | | avoid scrap from being | | | launched from the table or | | | the blade scraping the edge | | | of the piece leading to an | | | unclean cut. | +-----------------------------------+-----------------------------------+ | 4\) Repeat cutting each piece in | Note: | | cut list in order | | | | - Follow Table provided | +-----------------------------------+-----------------------------------+ | 5\) Clean up | Note: | | | | | a\) place scraps in trash can | - Work station should be clear | | | when finished | | b\) vacuum up any residual dust | | | | - Student should be diligent to | | c)Miter saw will be locked in | make sure that the work | | down position | station is dust free for the | | | next class | | | | | | - Pin should inserted and miter | | | in locked position for next | | | student | | | | | | Safety Prompts: | | | | | | - Make sure saw is unplugged | | | prior to vacuuming around | | | blade | +-----------------------------------+-----------------------------------+ | **Student Activities (Step 4)** | | | | | | Using the job sheet for this | | | lesson cut each piece of the | | | box-front, back, sides, top and | | | bottom in the order that is | | | listed in the table. | | +-----------------------------------+-----------------------------------+ | **Summary (Step 5)** | | | | | | After you have given the cut list | | | and shown them how the | | | measurements correspond to a | | | previously finished box example | | | give the students the job sheets | | | and ask if there are any | | | questions before they start. If | | | there are none they may work | | | independently to complete the | | | task. | | +-----------------------------------+-----------------------------------+ | **Student Assessment (Step 6)** | | | | | | Using checklist and rating scale | | | on the rubric to determine if the | | | students completed the lesson | | | objectives adequately. | | +-----------------------------------+-----------------------------------+ [Cut List Table:] **Part** **Material** **Thickness** **Length** **Width** ------------- -------------- --------------- ------------ ----------- Front/End 1 Pine 5/8" 5" 4-3/4" Back/End 2 Pine 5/8" 5" 5-1/2" Side 1 Pine 5/8" 7" 5-1/2" Side 2 Pine 5/8" 7" 5-1/2" Top Pine 5/8" 6-3/4" 5" Bottom Pine 5/8" 6-1/2" 5" [Unit Title:] Building a Wooden Box Job Sheet for Lesson 2: Cutting Lumber 1.Equipment/Tools Needed: \- Power Miter Saw -Shop Vacuum to attach to Miter Saw or Miter Dust Bag -A Tape Measure -A Carpenter's Pencil -A Speed Square -A Trash Can for disposal of small scraps   Materials Needed: -Previously Planed 1 x 6 x 4 Pine Board at a thickness of 5/8 2\. Procedure for Cutting Box Pieces 1\) Prepare Miter Saw a\) Push down on handle with left hand and pull release pin on the right b\) Check Guard c\) Check for objects 2\) Prepare Wood a\) Measure correct length with tape measure and mark b\) Mark straight line with speed square c\) Line up board with the blade on the removal side of line 3\) Cut Wood a\) Plug in miter saw b\) Turn on shop vacuum attached to miter d\) Depress trigger so the saw goes to full speed e\) Plunge blade all the way through the material f\) Wait until blade comes to a full stop before lifting back up or removing scrap 3\. **Checklist and Rubric:** +-----------------------+-----------------------+-----------------------+ | **Check List for | Yes | No | | Board Cutting** | | | | (process evaluation) | | | +=======================+=======================+=======================+ | Did they follow all | | | | safety protocols? (4 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they inspect the | | | | board for foreign | | | | objects? (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they correctly | | | | mark the board? | | | | | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they turn on the | | | | shop vac or have the | | | | dust bag attached? (2 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they clean up | | | | after themselves | | | | after they were done? | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | **Rating | | | | | | | Scale** | | | | | | | (product | | | | | | | evaluatio | | | | | | | n) | | | | | | | | | | | | | | **0**-Did | | | | | | | Not | | | | | | | complete | | | | | | | the task | | | | | | | (1/4+) | | | | | | | | | | | | | | **1**-Poo | | | | | | | r | | | | | | | (1/8 +) | | | | | | | | | | | | | | **2**-Fai | | | | | | | r | | | | | | | (=1/8) | | | | | | | | | | | | | | **3**-Goo | | | | | | | d | | | | | | | (-1/8) | | | | | | | | | | | | | | **4**-Ver | | | | | | | y | | | | | | | Good (= | | | | | | | or | | | | | | | Tolerance | | | | | | | + or - | | | | | | | 1/16) | | | | | | +===========+===========+===========+===========+===========+===========+ | Cutting | 4 | 3 | 2 | 1 | 0 | | Lumber | | | | | | | Activity | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | The final | Very Good | Good | Fair | Poor | Fail | | pieces | | | | | | | are all | | | | | | | within | | | | | | | 1/16th of | | | | | | | an inch | | | | | | | of the | | | | | | | numbers | | | | | | | in the | | | | | | | table | | | | | | | provided. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ [Checklist Total:] /12 -------------------------------- ----- [Rubric Total:] /4 [Total Grade:] /16 **Lesson 3** +-----------------------------------+-----------------------------------+ | **Unit Title:** Building a Wooden | | | Box | | +-----------------------------------+-----------------------------------+ | **Lesson Title:** | | | | | | **Machining Components** | | +-----------------------------------+-----------------------------------+ | **Lesson objective:** | | | | | | On the router table students will | | | machine the rabbets, dadoes, and | | | grooves according to diagrams | | | given. | | +-----------------------------------+-----------------------------------+ | **Enabling objective/s:** | | +-----------------------------------+-----------------------------------+ | **Preparation (Step 1)** | | +-----------------------------------+-----------------------------------+ | [Instructor] | [Student] | +-----------------------------------+-----------------------------------+ | **References:** | Informational Assignments: | | | | | -Vogt, Floyd, and Gary Brackett. | \- Knowledge of Stationary Power | | *Residential* | Tools found in previously covered | | | material-Cengage Textbook: | | *Construction Academy: Carpentry, | "Residential Carpentry" Chapter 2 | | 5^th^ Edition*. Cengage, 2020. | on Hand Power Tools and Chapter 3 | | | on Stationary Power Tools. | | *-* *"2 HP Fixed-Base Router." | | | 1617 \| 2 HP Fixed-Base Router \| | -Bosch Router User Manual (for | | Bosch Power Tools, | reference if wanted) | | https://www.boschtools.com/us/en/ | | | boschtools-ocs/fixed-base-routers | -Router Safety Test and Prior in | | -1617-27716-p/.* | class Performance Test and | | | demonstration. | | *-Router Safety Test* | | | | -Paxton Patterson Building Skills | | [router safety | LMS "Power Tools Skills" Activity | | test.pdf](file:///Users/ecs00032/ | 4. | | Documents/Curriculum%20Course/Les | | | son%20Plan/router%20safety%20test | | |.pdf) | | | [ ] | | | | | | -KP Compass, Inc. "KP Compass." | | | *Paxton Patterson*, | | | [https://lms.paxpat.com/.]{.under | | | line} | | +-----------------------------------+-----------------------------------+ | **Instructional Media:** | | | Paxton/Patterson demonstration | | | video on use of the router table | | | and demonstration of routing each | | | component. | | +-----------------------------------+-----------------------------------+ | **Equipment and Tools:** | | | | | | \- Router Table | | | | | | -Shop Vacuum | | | | | | -Trash can for scraps | | | | | |   | | +-----------------------------------+-----------------------------------+ | **Materials:** | | | | | | -Pre-cut boards | | +-----------------------------------+-----------------------------------+ | **Introduction of the lesson to | | | the students (Step 2)** | | | | | | Now that we have our cut | | | components we will next need to | | | create the joinery that will fit | | | our box together. We will be | | | cutting the rabbets, dadoes, and | | | grooves. | | +-----------------------------------+-----------------------------------+ | **Information Presentation (Step | | | 3)** | | +-----------------------------------+-----------------------------------+ | [Information] | [Key Points] | +-----------------------------------+-----------------------------------+ | 1\) Get previously cut pieces | Note: | | | | | | - The student should make sure | | | to grab the correct boards | | | that match the cut list table | | | will be present for | | | machining. | +-----------------------------------+-----------------------------------+ | 2\) Prepare for Machining | Notes: | | | | | a\) Make sure fence is locked in | - Students should check to make | | place on all tables | sure the fence is locked in | | | place before beginning | | b\) Make sure blade guard is in | | | place on all router tables | - Students should check to make | | | sure the guard is in place on | | c\) Make sure all tables are | the table. | | free from debris | | | | - Students should make sure the | | d\) Make sure Shop Vac is | table is clear | | connected all router tables | | | | - Students should check that | | d\) Make sure bit is set to the | bit is already pre-set to the | | correct height on all router | 3/8-inch depth in the table | | tables | | | | Safety Prompts: | | | | | | - Student should have machine | | | off before checking anything | | | on the router bit or router | | | table to avoid machine | | | accidently kicking on. | +-----------------------------------+-----------------------------------+ | 3\) Machining | Notes: | | | | | a\) Use the first router table | - Machine sides, ends, top and | | to cut a 5/8" rabbet on the | bottom as requested according | | ends of the sides. | to the | | | | | b\) Use the second router table | visual plans/diagrams provided | | to cut a 3/8" groove on the top | | | and bottom of the sides and | - Student should hold pieces | | ends. | firmly against the fence and | | | on the table, feeding from | | c\) Use the third router table | the right to the left in the | | to cut the 3/8" rabbet on all | correct direction of the feed | | four sides of the bottom. | with their fingers a minimum | | | of 4 inches away from the | | | bit. | | | | | | Safety Prompts: | | | | | | - Student needs to have both | | | eye protection on and ear | | | protection on so as to not | | | get debris in their eyes. | | | | | | - Student should not be wearing | | | loose clothing, rings, | | | jewelry, and long hair should | | | be tied back to avoid being | | | pulled into and injured | | | seriously. | | | | | | - Student needs to have their | | | fingers away from the bit so | | | they aren't cut | | | | | | - An N95 mask will provided if | | | requested by the student in | | | case of respiratory | | | irritation | +-----------------------------------+-----------------------------------+ | 4\) Clean-up | Note: | | | | | a\) Unplug router | - Work station should be clear | | | when finished | | b\) Place scraps in trash can | | | | - Student should be diligent to | | c\) Vacuum up any residual dust | make sure that the work | | | station is dust free for the | | | next class | | | | | | Safety Prompts: | | | | | | - Make sure router is unplugged | | | prior to vacuuming around | | | fence and bit. | +-----------------------------------+-----------------------------------+ | **Student Activities (Step 4)** | | | | | | Using the diagrams for this | | | lesson machine each component of | | | the box-front, back, sides, top | | | and bottom. | | +-----------------------------------+-----------------------------------+ | **Summary (Step 5)** | | | | | | After you have reviewed the safe | | | use of the router with students | | | and done a demonstration cut, | | | have the students do a test run | | | on a piece of scrap before | | | machining their components. After | | | that they may work independently | | | to complete the task. | | +-----------------------------------+-----------------------------------+ | **Student Assessment (Step 6)** | | | | | | Using checklist and rating scale | | | on the rubric to determine if the | | | students completed the lesson | | | objectives adequately. | | +-----------------------------------+-----------------------------------+ [Picture Diagrams and Project Prints] Full 3D Assembly: 3D Box Front:  3D Box Back: 3D Box Side:  3D Box Lid: 3D Box Bottom:  2D Box Front Dimensions: 2D Box Back Dimensions:  2D Box Bottom Dimensions: 2D Box Side Dimensions:  2D Box Lid Dimensions: 3D/2D Box Assembly Dimensions and Projected View:  [Unit Title:] Building a Wooden Box Job Sheet for Lesson 3: Machining Components 1.Equipment/Tools Needed: \- 3 Router Tables -Shop Vacuum -Trash can for scraps   Materials Needed: -Previously Cut Pieces 2\. Procedure for Cutting Box Pieces 1\) Get previously cut pieces 2\) Prepare for Machining a\) Make sure fence is locked in place on all router tables b\) Make sure blade guard is in place on all router tables c\) Make sure all tables are free from debris d\) Make sure Shop Vac is connected to router tables e\) Make sure bit is set to the correct height on all router tables 3\) Machining a\) Use the first router table to cut a 5/8" rabbet on the ends of the sides. b\) Use the second router table to cut a 3/8" groove on the top and bottom of the sides and ends. c\) Use the 3^rd^ router table to cut the 3/8" rabbet on all four sides of the bottom. 4\) Clean-up a\) Unplug router b\) Place scraps in trash can c\) Vacuum up any residual dust 3\. **Checklist and Rubric:** +-----------------------+-----------------------+-----------------------+ | **Check List for | Yes | No | | Machining | | | | Components** (process | | | | evaluation) | | | +=======================+=======================+=======================+ | Did they follow all | | | | safety protocols? (4 | | | | points) | | | +-----------------------+-----------------------+-----------------------+ | Did they inspect the | | | | board for foreign | | | | objects? (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they cut the | | | | correct boards? | | | | | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they turn on the | | | | shop vac? (2 points) | | | +-----------------------+-----------------------+-----------------------+ | Did they clean up | | | | after themselves | | | | after they were done? | | | | (2 points) | | | +-----------------------+-----------------------+-----------------------+ +-----------+-----------+-----------+-----------+-----------+-----------+ | **Rating | | | | | | | Scale** | | | | | | | (product | | | | | | | evaluatio | | | | | | | n) | | | | | | | | | | | | | | **0**-Did | | | | | | | Not | | | | | | | complete | | | | | | | the task | | | | | | | (1/8+) | | | | | | | | | | | | | | **1**-Poo | | | | | | | r | | | | | | | (more | | | | | | | than 1/16 | | | | | | | but less | | | | | | | than 1/8) | | | | | | | | | | | | | | **2**-Fai | | | | | | | r | | | | | | | (joints | | | | | | | are 1/32 | | | | | | | to a 1/16 | | | | | | | shy) | | | | | | | | | | | | | | **3**-Goo | | | | | | | d | | | | | | | (joints | | | | | | | are | | | | | | | 1/64^th^ | | | | | | | shy) | | | | | | | | | | | | | | **4**-Ver | | | | | | | y | | | | | | | Good | | | | | | | (joints | | | | | | | are | | | | | | | exactly | | | | | | | to | | | | | | | diagram | | | | | | | specifica | | | | | | | tion) | | | | | | +===========+===========+===========+===========+===========+===========+ | Machining | 4 | 3 | 2 | 1 | 0 | | Component | | | | | | | s | | | | | | | Activity | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | The final | Very Good | Good | Fair | Poor | Fail | | component | | | | | | | s | | | | | | | are | | | | | | | machined | | | | | | | according | | | | | | | to the | | | | | | | diagrams | | | | | | | provided. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ [Checklist Total:] /12 -------------------------------- ----- [Rubric Total:] /4 [Total Grade:] /16 **Lesson 4** +-----------------------------------+-----------------------------------+ | **Unit Title:** Building a Wooden | | | Box | | +-----------------------------------+-----------------------------------+ | **Lesson Title:** | | | | | | **Dry Fitting Components** | | +-----------------------------------+-----------------------------------+ | **Lesson objective:** | | | | | | Using speed clamps, the students | | | will perform a dry fit of the box | | | to ensure an accurate fit with no | | | gaps greater than 1/16^th^ of an | | | inch. | | +-----------------------------------+-----------------------------------+ | **Enabling objective/s:** | | +-----------------------------------+-----------------------------------+ | **Preparation (Step 1)** | | +-----------------------------------+-----------------------------------+ | [Instructor] | [Student] | +-----------------------------------+-----------------------------------+ | **References:** | Informational Assignments: | | | | | -Nancy MacDonald. "Woodworking: | \- Knowledge on the Use of | | 2nd Edition." *Cengage*, | Woodworking Clamps. Chapter 6 | | https://www.cengage.com/c/woodwor | Clamps Woodworking Textbook. | | king-2e-macdonald/9781133949633/. | [Woodworking | | | PowerPoints/Macdonald Chapter | | Cengage, 2020. | 06\_PPT.pptx](file:///Users/ecs00 | | | 032/Documents/Curriculum%20Course | | -KP Compass, Inc. "KP Compass." | /Lesson%20Plan/Woodworking%20Powe | | *Paxton Patterson*, | rpoints/Macdonald_Chapter%2006_PP | | [https://lms.paxpat.com/.]{.under | T.pptx) | | line} | | | | -Paxton Patterson Building Skills | | | LMS "Power Tools Skills" Activity | | | 5. | +-----------------------------------+-----------------------------------+ | **Instructional Media:** | | | Paxton/Patterson demonstration | | | video | | +-----------------------------------+-----------------------------------+ | **Equipment and Tools:** | | | | | | -Hand Sand Paper   | | +-----------------------------------+-----------------------------------+ | **Materials:** | | | | | | -Previously Machined Box | | | Components | | +-----------------------------------+-----------------------------------+ | **Introduction of the lesson to | | | the students (Step 2)** | | | | | | Before we glue up our box | | | components we need to first | | | ensure they all fit. | | +-----------------------------------+-----------------------------------+ | **Information Presentation (Step | | | 3)** | | +-----------------------------------+-----------------------------------+ | [Information] | [Key Points] | +-----------------------------------+-----------------------------------+ | 1\) Remove any fuzz from the | | | machined edges, dadoes, and | | | grooves | | +-----------------------------------+-----------------------------------+ | 2\) Prepare for Dry Fit | Notes: | | | | | a\) Layout all 6 machined pieces | - Students should layout pieces | | in front of you | uniformly much like the | | | picture provided | +-----------------------------------+-----------------------------------+ | 3\) Dry Fit | Note: | | | | | a\) Hold up back and sides | - Students sure you set the lid | | together | to the side before assembly, | | | that way they can test the | | b\) Slide in bottom | sliding action of the lid | | | after clamping | | c\) Insert Front | | | | | | d\) Clamp pieces together gently | | | but snuggly | - Student should be careful not | | | to clamp too hard or they | | e\) Slide in Lid | could possibly crack the wood | +-----------------------------------+-----------------------------------+ | 4\) Unclamp and get ready for | | | glue up | | +-----------------------------------+-----------------------------------+ | 5\) If components don't fit | | | after removing fuss by hand | | | then hand sand the joinery | | | until it fits, repeat the above | | | process for fit | | +-----------------------------------+-----------------------------------+ | **Student Activities (Step 4)** | | | | | | Using the demonstration video | | | from Paxton Patterson in Activity | | | 5 watch how the presenter does | | | the dry fit. With the activity | | | sheet do a dry fit of your box | | | components. | | +-----------------------------------+-----------------------------------+ | **Summary (Step 5)** | | | | | | Ask if students have any | | | questions after watching the | | | video in activity 5, if none they | | | can work independently. | | +-----------------------------------+-----------------------------------+ | **Student Assessment (Step 6)** | | | | | | Using checklist and rating scale | | | on the rubric to determine if the | | | students completed the lesson | | | objectives adequately. | | +-----------------------------------+-----------------------------------+ [Picture of Box Components Laid Out:] [Unit Title:] Building a Wooden Box Job Sheet for Lesson 4: Dry Fitting 1.Equipment/Tools Needed: -Hand Sand Paper Materials Needed: -Machined Box Components 2\. Procedure Dry Fitting 1\) Remove any fuzz from the machined edges, dadoes, and grooves 2\) Prepare for Dry Fit a\) Layout all 6 machined pieces in front of you 3\) Dry Fit a\) Hold up back and sides together b\) Slide in bottom c\) Insert Front d\) Clamp pieces together gently but snuggly e\) Slide in Lid 4\) Unclamp and get ready for glue up 5\) If components don't fit after removing fuss by hand then hand sand the joinery until it fits, repeated the above process for fit 3\. **Checklist and Rubric:** **Check List for Dry Fit** (process evaluation) Yes No --------------------------------------------------------------------- ----- ---- Did they clean up after themselves after they were done? (2 points) +-----------+-----------+-----------+-----------+-----------+-----------+ | **Rating | | | | | | | Scale** | | | | | | | (product | | | | | | | evaluatio | | | | | | | n) | | | | | | | | | | | | | | **0**-Did | | | | | | | Not | | | | | | | complete | | | | | | | the task | | | | | | | (1/4+) | | | | | | | | | | | | | | **1**-Poo | | | | | | | r | | | | | | | (1/8 +) | | | | | | | | | | | | | | **2**-Fai | | | | | | | r | | | | | | | (=1/8) | | | | | | | | | | | | | | **3**-Goo | | | | | | | d | | | | | | | (-1/8) | | | | | | | | | | | | | | **4**-Ver | | | | | | | y | | | | | | | Good (= | | | | | | | or | | | | | | | Tolerance | | | | | | | + or - | | | | | | | 1/16) | | | | | | +===========+===========+===========+===========+===========+===========+ | Dry | 4 | 3 | 2 | 1 | 0 | | Fitting | | | | | | | Activity | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | The dry | Very Good | Good | Fair | Poor | Fail | | fit has | | | | | | | no gaps | | | | | | | greater | | | | | | | than | | | | | | | 1/16^th^ | | | | | | | of an | | | | | | | inch. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ [Checklist Total:] /2 -------------------------------- ---- [Rubric Total:] /4 [Total Grade:] /6 [Picture of Box Components Dry Fit:]  **Grade Scale** Grades for this unit are based on total points from the work [checklist] and [rubric] total which include: - participation and teamwork - clean up and work ethic - accurately completed project work **Note:** these are ratings based on the cognitive (intellectual) and psycho-motor (hands-on learning) evaluations. The percentage is figured by the total amount of points received by the total possible. *For example,* [Checklist Total:] ** /12 -------------------------------- ------------------------ [Rubric Total:] ** /4 [Total Grade:] ** /16 **Evaluation** Ongoing effort will be taken to revise and perfect the course lesson plans, content, and instruction for my Residential Carpentry 1 courses. On the next page is an evaluation to aid in the collection of data to revise accordingly. This evaluation will be conducted at the end of the year to aid in the planning for the following year. Here are the source citations in mla format for the surveys that I borrowed from to create my own for instructional purposes: *Instructor evaluation questionnaire - berea college*. (n.d.). Retrieved November 29, 2022, from https://www.berea.edu/ira/wp-content/uploads/sites/27/2016/04/IEQInstrument.pdf *19 questions for better student feedback*. Ziplet. (n.d.). Retrieved November 28, 2022, from https://ziplet.com/post/19-questions-for-better-student-feedback *Best practices and sample questions for course evaluation surveys*. Student Learning Assessment. (n.d.). Retrieved November 28, 2022, from https://assessment.wisc.edu/best-practices-and-sample-questions-for-course-evaluation-surveys/ *12 amazing course evaluation survey questions*. QuestionPro. (2022, June 29). Retrieved November 28, 2022, from https://www.questionpro.com/blog/course-evaluation-survey-questions/ **Course Evaluation Survey** Students, I am asking your assistance as an instructor to aid in the continual improvement of this course, content, and instruction. *Honest* and *thoughtful* responses are encouraged. This evaluation is [100% anonymous] and in no way will affect your final grade in this course. Thank you! -Mr. Sears **What is the one primary reason why you chose to take this course?** (Circle or Underline) A. The course fulfills an educational requirement B. The course aligns well with my interests C. The course fit into my schedule D. I hear the instructor was good E. I heard the course was easy ***Student Engagement and Involvement*** (Circle or Underline): **What grade do you expect to earn in this course? ** *A* *B * *C* *D* *F* *Unsure* **I attended class regularly.** 1 - Strongly Disagree 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly Agree **I was consistently prepared for class.** 1 - Strongly Disagree 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly Agree **I have put a great deal of effort into advancing my learning in this course.** 1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree **In this course, I have been challenged to learn more than I expected.** 1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree **I read the course readings thoroughly.** 1 - Strongly Disagree 2 - Disagree 3 - Unsure 4 - Agree 5 - Strongly Agree **I complete my work on time.** 1 - Strongly Disagree 2 - Disagree 3 - Neutral 4 - Agree 5 - Strongly Agree ***Instructor Specific*** (Circle or Underline)*:* **The instructor was well prepared for class.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor communicated clearly and was easy to understand.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor presented course material in a clear manner that facilitated understanding.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor stimulated my interest in the subject matter.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor was competent in the subject matter.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor usually in control of the class.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor showed interest in helping students learn.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor effectively explained and illustrated course concepts.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor's feedback to me was helpful and improved my understanding of the material.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **I was able to access the instructor outside of scheduled class time for additional help.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor was available to students during class time.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor cared about the students, their progress, and successful course completion.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor created a welcoming and inclusive learning environment.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor treated students with respect.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor was approachable.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor was concerned about the safety of the students.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The course environment felt like a welcoming place to express my ideas.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor provided feedback in a timely manner.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor's teaching methods were effective and aided in my learning.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **I would highly recommend this instructor to other students.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree ***Course Content and Materials*** (Circle or Underline): **The lectures/demonstrations, quizzes, tests, and projects complemented each other.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructional materials (i.e. books, readings, handouts, manuals, designs, tools, etc.) increased my knowledge and skills in the subject matter.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The course followed the syllabus well.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The workload for this course was appropriate.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The exams and assignments were reflective of the course content.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The projects accurately demonstrated my knowledge of the course material.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The text and assigned readings were valuable and appropriate.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The course assignment aides (readings, assigned problems, videos, games, etc.) facilitated my learning.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **Grading practices were clearly defined.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The instructor graded consistently with the evaluation criteria.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree ***Course Learning Outcomes*** (Circle or Underline): **The course was organized in a way that helped me understand the underlying concepts and skills.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The course gave me the confidence to pursue more advanced work in the subject.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course was challenging.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course was not challenging enough** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course made me think.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **My ability to (*identify, formulate, and solve problems*) has increased.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **The course increased my ability to (*collaborate and work in teams.*)** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course enhanced my knowledge of the world outside of the classroom.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course helped me develop professional skills (communicating, being orderly, time management, work ethic, etc.)** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **This course enhanced my sense of personal and social responsibility.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **I believe that what I'm being asked to learn in this course in important in the real world.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5 - Strongly Agree **I would highly recommend this course to other students.** 1 - Strongly Disagree 2 - Disagree 3 - Undecided 4 - Agree 5