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Exhibition went very well a lot of the students classmates were interested and anted to learn more about their projects. Parents were also impressed their child's. Parents also wanted to know how their child could still stay involved in creative engineering. It was very lovely to see the pride and joy in the students about their projects and the responsibility to teach others how they completed their projects.

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Today we began class with students presenting their projects and answering questions that I had drafted for them and critical feedback from their peers. I began printing a students 3D printed project of a maze that he had created. After students finished presenting their classmates were allowed to ask them questions to prepare them for tomorrows exhibition.

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Today students came into class and continued working on their projects. I had finished putting the 3D printer together and got finally got the bed leveled to do the first print. In the middle of their work, I explained the processes of exporting and checking errors within a file before printing. I also covered the importance of orientation when one prints. A trick I often mention when they are designing their models is that they should think about if they are able to build it with a glue gun without stopping ( similar to the behavior of a 3D printer). This restriction allows them to think about how they need to design an object while incorporating the limitations of a 3D printer (nozzle size and warping of objects without support). After students were shown the process of exporting a file from Tinkercad and bring it into the Cura software before printing they went back to working on their exhibition projects until the end of the day. I drafted a list of questions for students and had the high school volunteer talk to the students an ask them questions about their project to assess understanding for both the student and teacher.

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A students augmented reality project being tested.

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Today students began working on their projects immediately. It was helpful that were adults in the classroom the assist students in making their projects and future expanding them. At the last 30 minutes of class, students presented their work and engaged in critical feedback and question to better prompt their work for the rest of the week. The critical feedback guidelines were:

I like...

What if...

I Wish…

The share aspect was critical because it allowed students to hear good questions from their peer and gain more perspective on how they could update on the project.

It was also amazing to see a young girl speak and showcase her work where she is known for barley speaking. It was obvious that she was really proud of her escape room game on CoSpaces. This was the first time I had heard her speak multiple sentences in a row, without additional follow up questions, and her peers were very impressed with her work as well. It was a very beautiful moment.

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Today students began class by revisiting their 3D design keychains with their name on Tinkercad which started as a prompt a few weeks ago. This time we discussed dimensions and particality when printing with a 3D printer. We also covered conversion between mm to cm. Each student received a ruler so that they could think about the sizing and dimensions of their key chains.

After students finished working on their key chains, we transitioned to talking as a group about what they wanted to present for the exhibition day. I asked the students what their favorite subject covered this session. Each student shared with me what they would like to present. The categories are:

CoSpaces Merge Cube

Tinkercad

Cospace Virtual Reality

Cospace Virtual Reality + FunKeyFunKey (Makey Makey)

The aims of today's lesson were to get students to think about designing for 3D printing after they have developed their 3D rendering skills, and to begin brainstorming how they can showcase their work and teach their peers how to do their favorite project.

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Students continued to work on their escape room game the entire class. We began the session by discussing syntax when developing their games and the code that best works with it.  Most of the students were in robotics last semester and were familiar, but there were a few students who were not. We discussed coding the beginning of the game to deliver instruction and introduce the user and how we can use block code syntax to do that. The sample code came from the original game sample that I provided the first day. As a class, we went over how to read and the importance of ordering commands.

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Today students continued to work on their escape room. As our prompt, we honed in more on what it means to develop a theme in a game and how one can go about creating it. The question was: what themes do you notice in your favorite games? Students shared their themes to each other and then critical feedback (I Like, I wish, and What if).  After receiving a bit of feedback from each other, students continued working on their escape room. It was observed that students game developing and CoSpaces skills increased, other students were able to help each other more. Students were able to show each other creatively how to use animations, physics, uploading preexisting three-dimensional objects, and making their own 3D objects in Tinkercad and bringing it into their escape game. There was also discussion about the practicality of certain game aspects that students would discuss while they were working on their own projects.

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Today students worked on started working with principles of game design. The focus of today’s lesson was to introduce students to the process of designing a game. We began class discussing Jerry Lawson as our engineer of the day. Students were then given the prompt of developing a theme, or story, for an escape room on a piece of paper. After 10 minutes of ideating students got onto CoSpaces. I showed them a very basic escape room game that I created and then asked them to start developing their escape room. Some students wanted to start from scratch while other students wanted to use the existing structure as support. Students learned about the development of a game process by understanding challenge, choice, and conclusion within game development.