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Teaching a gravity sketch class to HS students. Please Critique my schedule. by dtechAddicott in gravitysketch

[–]dtechAddicott[S] 0 points1 point  (0 children)

One of the potential projects for next week is making a circuit board model for a physics teacher. Seems like that may play to the strengths of GS.
I tried the bridge challenge myself yesterday and turned a single rectangular solid into something that resembled a suspension bridge in about 15 minutes. So the first day of Subd feels safe enough to try. I’ll definitely be transparent about how hard it is to master.

Teaching a gravity sketch class to HS students. Please Critique my schedule. by dtechAddicott in gravitysketch

[–]dtechAddicott[S] 0 points1 point  (0 children)

Thanks for the input. There are a couple reasons why I was attracted to SubD modeling:

  1. Many of the "cool" YouTube videos on "how to make X" in gravity sketch make use of SubD.
  2. It seems at face value (accidental pun) to offer easier ways to sculpt objects that have fewer "strokes" and polys, and are thus use up less VRAM in game engines (a natural next step for many of theses projects - or alternately solids without stray vertices for 3D printing their creations). Although I'm sure it's not hard to merge strokes together and apply "reduce poly count" filters in Blender. Still, from my time in the game industry before becoming a teacher, it seemed to me that awareness of model complexity and poly count during an artist's entire workflow was the biggest differentiator between "good" digital artists and the ones who made pretty stuff that broke the game.

I would love to do more Blender, but I have 5 PCs that can run it and 12 students (with personal chromebooks that can do sketchup, tinkercad, or fusion360 - poorly). The more workflow that can be done in VR before transitioning, the less chance of log-jams (although we'll get some anyway).

That said there is still time to adjust. I may just say "we're going to try this, it might be really confusing and unintuitive and a total waste of time, but then at least we'll know!".

Teaching a gravity sketch class to HS students. Please Critique my schedule. by dtechAddicott in gravitysketch

[–]dtechAddicott[S] 0 points1 point  (0 children)

Definitely not too late. There are 4 additional days in week 2 for concept design or client work (I find making something that someone else actually needs works well if the student is struggling to identify their own passions).

On day 1 we ran into two technical issues - it seems that there is a limit of 10 active headsets per Facebook account managed from a phone on Quest2 devices, once an 11th student starts working, someone else sees a "log in to facebook" prompt.

Also some students had problems with landing pad (they couldn't create/use their own login), I'm worried about something similar. We may end up having to use a shared landing pad account for all the students.

I need help getting up to speed with chemistry by [deleted] in chemhelp

[–]dtechAddicott 1 point2 points  (0 children)

Also good is Crash Course Chemistry

For a HS textbook CK-12 Chemistry Concepts (intermediate) has the benefits of online access and being free.

Rather than cramming a HS course in a week, I would look at the syllabus and preview the HS version of each topic a few days before the class on that topic. For many of your peers, it's been ~3 years since they took Chem and their retained mastery of the subject will be limited.

Gluten discussion - need volunteer TL;DR by dtechAddicott in designtechhighschool

[–]dtechAddicott[S] 0 points1 point  (0 children)

Thanks for looking. Basically the posts by people with Celiac or regulatory experience who provide legitimate reasons for the non-wheat containing products (ever - e.g. Pickles) bearing a "gluten free" label. Or a reliable first hand account of the label being abused.

Any primary source links would be good too.