Lessons for Friday May 1^st for Mr. Vaughan
A copy of this document is also posted as the top story on www.MrVaughan.com
Miss. Wilson is volunteering in our classroom and is a great help with classroom management.
Period 1 GLC205- Room 111
Fermi Problems
We’ve been focusing on problem solving and challenging interview questions. To start things out have students partner up and hand each pair one of the attached Fermi questions. Students are to make reasonable attempts to answer their question. Have them type or write out their answer clearly outlining their logic, explain each assumption they made and why they felt their approximations are valid. Each group should come up with an answer and be prepared to share it with the class on Monday.

This should take approximately 15-20min.

Problem Solving
To expand on their problem solving abilities student are to attempt to solve the famous Einstein Problem. With the right focus and determination this problem is solvable however it was reasoned that 98% of the population would be unable to solve it. The answer to this is all over the internet but looking it up doesn’t do anything to help your problem solving abilities

Facts:
1: There are 5 houses in 5 different colours.
2: In each house lives a person with a different nationality.
3: These 5 owners drink a certain beverage, smoke a certain brand of cigar and keep a certain pet.
4: No owners have the same pet, smoke the same brand of cigar or drink the same drink.

Use the facts provided and the following information to determine the answer to the question: Who Keeps Fish?

1: The Brit lives in a red house. 
2: The Swede keeps dogs as pets. 
3: The Dane drinks tea. 
4: The green house is on the left of the white house. 
5: The green house owner drinks coffee. 
6: The person who smokes Pall Mall rears birds. 
7: The owner of the yellow house smokes Dunhill. 
8: The man living in the house right in the centre drinks milk. 
9: The Norwegian lives in the first house. 
10: The man who smokes Blend lives next to the one who keeps cats. 
11: The man who keeps horses lives next to the man who smokes Dunhill. 
12: The owner who smokes Blue Master drinks beer. 
13: The German smokes Prince. 
14: The Norwegian lives next to the blue house. 
15: The man who smokes Blend has a neighbour who drinks water.

Portfolio

If students get through both of their problems they can use the remainder of their time to begin working on their portfolio. The requirements for their portfolio are available on the student’s common drive at S:\careers\mrvaughan\. Beginning their portfolio can be a daunting task and the best way to start is to start! Student can begin by listing all sorts of experiences they may have that could be included in their portfolio, and then decide what categories those experiences might best support. Or they could choose to focus on a specific skill and write a description of an experience that might support that skill (ex describe a time where you demonstrated strong leadership abilities). A popular item they might include in their portfolio is a technical skills inventory. For this item they might list and describe every computer application or ability and provide examples of how they might be able to use that skill.

Lessons for Friday May 1^st for Mr. Vaughan
A copy of this document is also posted as the top story on www.MrVaughan.com
Miss. Wilson is volunteering in our classroom and is a great help with classroom management.

Period 2 TTI 1O1 – Room 111

Have students turn off their monitors and turn and focus on you before you give the instructions. (If there monitors are on they are not paying attention).

Airplane Assignment - Please remind students that their airplane reflection assignments are due Monday. I have attached a few extra copies in case anyone has lost theirs. Some students have already handed theirs in.

Small Scale Design – Student have just begun a new unit where we are learning to use Google’s Sketch Up (a 3d modeling program).  They are still experimenting and playing around with it so they may get stuck easily. To support them encourage them to refer back to the tutorials, ask a neighbour for help, or let them know that there are many ways to accomplish the same result in this program and they may try and come up with another approach. A lot of the errors they encounter come from not looking at the model from the correct camera angle. If they use some of the camera tools to view their model from a different angle they can usually see area’s in their model that don’t line up properly because of how the object was created in 3d space.

Their task for today is to construct a model representation of an object in the room (desk, chair, computer, etc.) This assignment works best when the object they choose that are small and specific,( I.E. not the whole room or a person in the room). This class would probably be more than happy to work on this program for the whole period with very little disruptive behaviour. Their goal should be to try and design something in the room as I will be checking it when I return on Monday but if they get stuck/frustrated/ or board they may try designing something of more interest to them like a house, skate park, or fortress.

Enjoy the morning and I will be back Monday.

Mr. Vaughan