• Synergetic Lab Course Syllabus

    Synergetic Course Syllabus

    Instructor: Mariana Santibañez Bravo

    E-mail: mariana.bravo@cvisd.org

    Phone: 281-860-3300

    Room: 314

    Year Course Offered: 2015-2016

    Department: Elective

    Overview:

    In this course we will our knowledge of electronics gradually, starting with basic-but essential- information and simple circuits. After that basics, we will build more complex circuits and meet components like resistors, capacitors, transistors and integrated circuits. To see how the components work and to understand electronics in a practical way, we will build fun projects in every chapter we do.  

    In this class we will learn how to make cool things by putting together the same parts that are inside televisions, electronic toys, radios, and all the other gadgets in the world. We will build fun experiments, like a light powered by lemons, as well as useful (but still fun) projects, like an intruder alarm and a musical instrument.

    Course Outline

    Part I Preparation

    1. Chapter 1    What Is Electricity                                                  1 Week

                                        How Does Electricity Light a Bulb?                            (8-22/ 8-26)

                                                 What Is an Electron?

                                                  Voltage Pushes Electrons

                                                       Current Flows

            Resistance Reduces Current

      Lightning the Bulb

      How Is a Circuit Like a Pipe System?

      Meet the Switch

     

    1. Chapter 2       Making Things Move With Electricity and Magnets    2 Week

                                       How Magnets Work                                                     (8-29/ 9-9)

                                                    Try It Out: Find Some Magnetic Objects!                    

                                       Met the Electromagnet

                                       Project #3: Create Your Own Electromagnet

                                                Step 1: Check Your Bolt     

                                                       Step 2: Remove Insulation from One End of the Coil Wire

                                                  Step 3: Wind the Wire

                                                  Step 4: Connect the Negative Battery Terminal to the Coil

                                                  Step 5: Connect the Switch

                                                  Step 6: Test Your Super Electromagnet

                                                  Step 7: What If the Electromagnet Isn’t Working?

                                       Met the Motor

                                           Project #4: Create a Motor

                                                  Step 1: Create the Rotor

                                                  Step 2: Build the Motor’s Structure

                                                  Step 3: Place the Magnets

                                                  Step 4: Reinsulate Part of the Coil

                                                  Step 5: Rev Up Your Motor

                                                  Step 6: What If the Motor Doesn’t Work?

                                      What’s Next?

     

    1. Chapter 3     How to Generate Electric                                    3 Weeks

                                        Generating Electricity with Magnets                      (9-12/ 9-30)

      A Changing Magnetic Field Creates Electricity

                                                  How Does a Generator Work?

       Creating Electricity from Water or Wind

                                    Meet the Multimeter

       How to Measure Voltage 

                                                  What Are AC and DC?

                                   Project #5: Make a Shake Generator
                                                  Step1: Prepare Your Tube

                                                       Step 2: Wind Your Coil

       Step 3: Connect the Multimeter

                                                  Step 4: Shake That Thing!

                                                  Step 5: What If There’s No Voltage
                                                  Try It Out: Using a Motor as a Generator

                                  How Do Batteries Work?                  

       What’s Inside a Battery?

                                                  The Chemistry Behind Batteries

       What Determines a Battery’s Voltage?

                                   Project #6: Turn On a Light with Lemon Power

       Meet the LED

                                                  Step 1: Prepare Your Wires

                                                  Step 2: Insert Electrodes into a Lemon
                                                  Step 3: Create Four Lemon Batteries

                                                       Step 4: Connect the Lemon in Series  

       Step 5: Test Your Lemon Battery

                                                  Try It Out: More Food Batteries!

                                                  Step 6: What If Your Lemon Light Doesn’t Work?
                                   What’s Next?

     

                                                 

     

    1. Chapter  4   Creating Light With LEDS                                      4 Weeks                                            

                          Meet the Resistor                                                    (10-3/ 10-28)            

                                                       Resistor Color Codes

                                                  How to Wire Large Values

       What Are Resistors Made Of?
       Resistors Control Current and Voltage

                                    Introducing Ohm’s Law

                                    Project #7: Let’s Destroy an LED!

       Step1: Identify Which LED Leg is Which
       Step 2: Break That LED!

       Step 3: What If Nothing Happens to the LED?

                                    How to Use an LED Correctly

                                                  How to Write Small Values

       Protecting Your LED with a Resistor

       Calculating the Resistance You Need

                                    Project #8: Powering an LED

                                    Project #9: Your First Breadboard Circuit                

       Step1: Place the Resistor

                                                  Step 2: Place the LED

       Step 3: Place the Battery Clip

       Step 4: What If the LED Doesn’t Work?            

                                   What’s Next?

     

    1. Chapter 5 Blinking a Light for the First Time                               3 Weeks

                                   Meet the Capacitor                                                        (10-31/ 11-18)

                                               How Capacitors Work

                                               Polarized and Nonpolarized Capacitors

    Capacitor Values

                                   Project #10: Test a Capacitor

                                   Describing Circuits with Symbols

                                   Meet the Relay

    Using the Relay to Blink a Light

    Slowing Down the Blinking

                                   Project #11: Blink a Light!

                                               Step 1: Identify the Relay Pins

                                                    Step 2: Make the Relay Switch Fast

                                                    Step 3: Make the Relay Stay On Longer

                                                    Step 4: Make the Relay Say Off Longer

                                                    Step 5: Add the LED and Resistor

                                                    Step 6:What If the LED Won’t Blink?

                                                    Try It Out: Make Your Intruder Alarm More Effective

     

     

    1. Chapter 7      Controlling Things With Electricity                     2 Weeks

                                        Meet the Transistor                                              (11-21/ 12-2)

                                               Why Use a Transistor

                                               How the Transistor Works  

    Controlling an LED with a Transistor

                                        Project #14: Build a Circuit that Sense Touch

                                        Resistors That Can Change Value

                                                    Meet the Potentiometer

                                                    Meet the Photoresistor

                                        Dividing a Voltage with a Resistor

                                                    What Does a Voltage Divider Look Like?

                                                    Calculating the Voltage from a Voltage Divider

                                                    How a Voltage Divider Can Help Measure Light

                                        Project #15: Build a Sunrise Wake-Up Alarm

                               

    Classroom rules and Consequences:

    1. No food or drink in class, no exceptions
    2. Be in your seat prepared immediately, look at white board for instructions
    3. Do not talk without permission
    4. Do not get out of your seat without permission
    5. Leave other students alone
    6. Do not throw anything at anytime
    7. Be attentive, quiet and take note during demonstrations and  presentations
    8. Obey all school, classroom and safety rules.
      1. Do not operate equipment without permission
      2. No horseplay
    • Do not lean back in desk chairs
    1. Do not operate any electrical equipment
    2. Turn off power equipment before leaving lab
    3. Put back all tools and equipment  after use
    • Clean up all areas before class is finished

     

    Students violating the above rules will receive one warning. On the second warning classroom participation points are taken away.  On the third warning will notify parent or detention if a more serious violation is committed. Career Investigation student this is class for their future in high school and beyond. Their attendance and conduct will impact their grade.  Students are expected to perform in a mature manner and all students will be treated as adults. Failure to perform in professional manner will result in discipline referrals, low grades and possible detention.

     

    Grading Policy:

    Grading will be divided in to the following:

    50% is test, quizzes and projects

    35% is classwork and homework

    15% is classroom participation

    This class will be fun and students can learn a lot and class room participation is based on classroom attitude, wiliness to learn and initiative. 15% is an easy grade and could help the overall grade, so don’t waste it, it’s an easy 15%.

    Materials:

    Students will need the following materials to successfully complete the course: pencil or blue/black pen, paper, and folder.


    _________________________                      _______________________

    Student’s signature                                     Parent’s signature

     

     

    Comments (-1)
  • Career Investigations Course Syllabus

    Career Investigations Course Syllabus

    Instructor: Mariana Santibañez Bravo

    E-mail: mariana.bravo@cvisd.org

    Phone: 281-860-3300

    Room: 314

    Year Course Offered: 2015-2016

    Department: Elective

    Overview:

    Career Investigation is designed to provide students with the ability to make informed decisions concerning the world of work, and how it relates to the world of learning. Students will compile a portfolio of their work, take assessment to better guide them in their career development, investigate sixteen different career clusters, complete their high school graduation plan, the job hunting process and learn how to succeed at work.

    In this course students will investigate current job trends, the changing world of work and the training and education necessary for the careers in their future. Students will evaluate career opportunities and choices by developing an understanding of their personal interests, aptitudes and abilities; setting career goals and establishing an action plan to reach those goals. A large variety of careers and post-secondary options will be explored, presented and evaluated. The decision making process will be used to determine and evaluate career goals and training options

    Course Outline

    Part I Preparation

    1. Chapter 1 Preparing Your Path to Success                                  1 Week
            • Career Expectation                                (8-22/ 8-26)
            • Your P*A*T*H to Success
            • Planning for Career Success

    Planning a Career in … Culinary Arts

    1. Chapter 2                  Discovering Career Choice Influence              1 Week
            • People                                                        (8-29/ 9-2)
            • Values
            • Web Influences

    Planning a Career in … Information Technology

    1. Chapter 3                  Discovering Career Choice Influence           2 Weeks
            • Career Development                                   (9-6/ 9-16)
            • Learning about Yourself
            • Informal Assessments

    Planning a Career in … Marketing

    1. Interest Profiler Assessment (Bridges)
            • The goal of the Interest Profiler is to find students work interest and help them match them to career options.
            • Results
    1. Basic Skills Survey – Aptitude (Bridges)
            • The goal of this survey is to help students assess their basic skills and match them to career options.
            • Results
    1. Work Values Sorter (Bridges)
      • The goal of this assessment is to find the student work values and help them match to career options.
      • Results
    2. Cluster Finder (Bridges)
      • Learn how the activities students like, their personal qualities and their favorite subjects are related to Career Clusters.
      • Results
    1. House Bill 5                                                                                                 3 Weeks
    1. House Bill 5 (HB5)                                                                                          (9-19/ 10-7)
    2. Types of Graduation Plans
      1. Foundation Plan
      2. Foundation Plan with Endorsement
          1. STEM
          2. Business and Industry
          3. Arts & Humanities
          4. Multidisciplinary Studies
    • Distinguished Level Achievement
    1. Performance Acknowledge
    1. Course Plan Builder
            • Students will select endorsement path
            • Students will create four year high school graduation plan
    1. Chapter 4 Looking into the Future                                                   3 Weeks
            • Future-casting                                          (10-11/ 10-28) 
            • Workplace Trends
            • Working Differently
            • Capstone Project: Part 1

    Planning a Career in … Manufacturing

    1. Review Foundation  Graduation Plans/ Complete Four Year plans
    1. House Bill 5 (HB5)
    2. Types of Graduation Plans
      1. Foundation Plan
      2. Foundation Plan with Endorsement
          1. STEM
          2. Business and Industry
          3. Arts & Humanities
          4. Multidisciplinary Studies
    • Distinguished Level Achievement
    1. Performance Acknowledge

    *Four Year Plans should be complete in Career Planner by 10/31/2016

    1. Chapter 5                  Planning Your Internal Career Design          3 Weeks
            • Start the Plan Now                                  (10-31/ 11-18)
            • Career Decisions
            • Creating Your Internal Career Design

    Planning a Career in … Finance

    1. Investigating Career Clusters (16 Clusters)
            • Career Research
            • What endorsement does the students career choice fall under?
            • PowerPoint Presentations
    1. Chapter 6 Setting Goals                                                                       2 Weeks
            • Self-motivation                                             (11-28/ 12-9)
            • Action Plans
            • Time Management

    Planning a Career in … Science

    Classroom rules and Consequences:

    1. No food or drink in class, no exceptions
    2. Be in your seat prepared immediately, look at white board for instructions
    3. Do not talk without permission
    4. Do not get out of your seat without permission
    5. Leave other students alone
    6. Do not throw anything at anytime
    7. Be attentive, quiet and take note during demonstrations and  presentations
    8. Obey all school, classroom and safety rules.
      1. Do not operate equipment without permission
      2. No horseplay
    • Do not lean back in desk chairs
    1. Do not operate any electrical equipment
    2. Turn off power equipment before leaving lab
    3. Put back all tools and equipment  after use
    • Clean up all areas before class is finished

     

    Students violating the above rules will receive one warning. On the second warning classroom participation points are taken away.  On the third warning will notify parent or detention if a more serious violation is committed. Career Investigation student this is class for their future in high school and beyond. Their attendance and conduct will impact their grade.  Students are expected to perform in a mature manner and all students will be treated as adults. Failure to perform in professional manner will result in discipline referrals, low grades and possible detention.

     

    Grading Policy:

    Grading will be divided in to the following:

    50% is test, quizzes and projects

    35% is classwork and homework

    15% is classroom participation

    This class will be fun and students can learn a lot and class room participation is based on classroom attitude, wiliness to learn and initiative. 15% is an easy grade and could help the overall grade, so don’t waste it, it’s an easy 15%.

    Materials:

    Students will need the following materials to successfully complete the course: pencil or blue/black pen, paper, and folder.


    _________________________                      _______________________

    Student’s signature                                     Parent’s signature

     

    Comments (-1)
  • Intro to Robotics Course Syllabus

    Intro to Robotics Course Syllabus

    Instructor: Mariana Santibañez Bravo

    E-mail: mariana.bravo@cvisd.org

    Phone: 281-860-3300

    Room: 314

    Year Course Offered: 2015-2016

    Department: Elective

    Overview:

    Unit (0):

    What is Intro to Robotics

    Time Frame:

    3 days

    Important Dates

    None

    TEKS:

    127.A(4)(C), 127.A(4)(E)

    Tools/Resources

    Lego Mindstorms  – Education EV3

    http://www.galileo.org/robotics/

    Student logins for computers and Google classroom

    www.commonsense.org/education|Digital Citizenship

    Guiding Questions

    What are the expectations of this class?

    What should I expect in Intro to Robotics ?

    What is needed?

    What is digital citizenship?

    What is Lego Mindstorms

    What is Programming

    Do I know what my career interests are?



    Key Terms

    Ev3

    Lego Mindstorms

    Robot

    Programming

    Engineering

    Sensor

    Google Email

    Google PowerPoint

    Google Docs

    Google Drive  

    Key Activities

     

    • Teacher and Classroom expectations
    • Classroom discussion of Extreme Makeover
    • Introduction of basic computer skills for consistent use and skill building
    • Turning on computers
    • Appropriate use
    • Logging into computers and Google
    • Digital Citizenship

     






    Unit (1):

    What exactly is a robot

    Time Frame:

    10 days

    Important Dates

    Labor day 9/4

    TEKS:

    127.A(4)(C), 127.A(4)(E)

    Tools/Resources

    Lego Mindstorm  – Education EV3

    Lego Mindstorm   - Space Challenge

    http://www.galileo.org/robotics/

    http://stemrobotics.cs.pdx.edu/sites/default/files/Advanced%20Robotics%20EV3.pd

    Computers

    Student logins for computers and Google classroom

     

    Guiding Questions

    What is the first thing that comes to mind when you think of a robot?

    -Example Ans: For many people it is a machine that imitates a human—like the androids in Star Wars, Terminator and Star Trek: The Next Generation. However much these robots capture our imagination, such robots still only inhabit Science Fiction.

     

    The type of robots that you will encounter most frequently are?  

    -Example Ans: robots that do work that is too dangerous, boring, onerous, or just plain nasty

     

    What are some essentials characteristics  that make up a robot?

    -Example Ans: Sensing, Movement, Energy, Intelligence.

    What is a robot?

    -system that contains sensors, control systems, manipulators, power supplies and software all working together to perform a task.



    Key Terms

    Sensing                            Advanced                    Brick Status Light                       Infrared Sensor

    Movement                     My Block                      Start Wait                                    Motor Rotation

    Energy                             Medium Motor          Loop                                             Timer

    Intelligence                    Large Motor                Switch                                          Touch Sensor

    Action                             Move Steering            Loop Interrupt                           Ultrasonic Sensor

    Flow Control                  Move Tank                  Brick Buttons

    Sensor                             Display                         Color Sensor

    Data Operations            Sound                           Gyro Sensor

    Key Activities

     

    • Students learn to distinguish what are some duties robots perform
    • Determine/ analyze what are some components of a robot

     

      • Students will learn the basics of Lego Mindstorm

     

    • Where to find Programming blocks

     

     

    Robotics the design and creation of robots is one of the most exciting and fast-growing areas of technology today. Robots are essentially computers with physical bodies; they can sense their environment, make decisions, and perform actions. They come in all shapes and sizes and are being used in almost every area of society from business and industry to science, medicine, communications, entertainment, and beyond. While modern robots can be quite complex, the fundamental principles of robot building can be learned by any interested beginner.

    Robotics is a multidisciplinary field of science and engineering that involves designing and building the mechanical structure of a robot: designing and building its electronic circuitry, power, and electrical wiring: and designing and developing software programs that control the robot. This course is to give an overview of the field of robotics.   

    Course Outline

     

                                       

    Classroom rules and Consequences:

    1. No food or drink in class, no exceptions
    2. Be in your seat prepared immediately, look at white board for instructions
    3. Do not talk without permission
    4. Do not get out of your seat without permission
    5. Leave other students alone
    6. Do not throw anything at anytime
    7. Be attentive, quiet and take note during demonstrations and  presentations
    8. Obey all school, classroom and safety rules.
      1. Do not operate equipment without permission
      2. No horseplay
    • Do not lean back in desk chairs
    1. Do not operate any electrical equipment
    2. Turn off power equipment before leaving lab
    3. Put back all tools and equipment  after use
    • Clean up all areas before class is finished

     

    Students violating the above rules will receive one warning. On the second warning classroom participation points are taken away.  On the third warning will notify parent or detention if a more serious violation is committed. Career Investigation student this is class for their future in high school and beyond. Their attendance and conduct will impact their grade.  Students are expected to perform in a mature manner and all students will be treated as adults. Failure to perform in professional manner will result in discipline referrals, low grades and possible detention.

     

    Grading Policy:

    Grading will be divided in to the following:

    50% is test, quizzes and projects

    35% is classwork and homework

    15% is classroom participation

    This class will be fun and students can learn a lot and class room participation is based on classroom attitude, wiliness to learn and initiative. 15% is an easy grade and could help the overall grade, so don’t waste it, it’s an easy 15%.

    Materials:

    Students will need the following materials to successfully complete the course: pencil or blue/black pen, and notebook.

     

    _________________________                      _______________________

    Student’s signature                                     Parent’s signature

     

    Comments (-1)