Projects 2017-2018

Maker Fest!!

posted Mar 9, 2018, 6:58 AM by Daron Martin   [ updated Mar 27, 2018, 6:10 AM ]

Project Description:

The Sugar Hill Maker Fest will take place this year on April 21, 2018. There will be many professional makers there; however, we always have many student makers that are either selling their product or demonstrating cool science. For this project you will have two options:

  1. Choose to make something cool and engaging that the you can teach the public about. This should use tech/engineering skills that you have acquired, and you should be able to communicate these skills to the public.

  2. Choose one of the Science/Math concepts that we have discussed so far this year, or one that we will use this semester, build a cool/fun exhibit that can get patrons excited about science. This can be a common science demonstration but you must ramp it up into an interactive low cost exhibit, and be able to display and explain the science behind the demonstration


  • Science

    • 4e- Use mathematics and computational thinking to apply concepts of the mole and Avogadro’s number to conceptualize and calculate percent composition, empirical/molecular formulas, and mass, mole and particles relationships.

    • 4f- Use mathematics and computational thinking to identify and solve different types of reaction stoichiometry problems

    • 5a- develop a model to illustrate the process of dissolving in terms of solvation versus dissociation

    • 5e-develop a model to explain the effects of a solute on boiling point and freezing point

    • 5i- plan and carry out an investigation to explore acid-base neutralization

    • 6a- plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes.

    • 6- Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes,

    • OR ask Mr. Martin about another standards that you can incorporate from earlier in there year. EVERYTHING HAS CHEMISTRY!

  • LA

    • LA09.C.23: produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
    • LA09.C.21.a: introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension
    • LA09.C.21: write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
  • TECH

    • TEC1A3, TEB 2.18- demonstrate Effective professional communication skills
    • TEB 2A4 - Demonstrate and follow safety, Health, and Environmental Standards
    • TEB 2A6 - Apply Fundamental design principles of EDP
  • Math

    • Coming Soon!


  • Science

    • Students should select a minimum of one standard and design a creative demonstration that reflects that standard. Students should also create a simple yet thorough explanation of the science that drives the standards. 
  • Tech
    • TEC1A3, TEB 2.18- demonstrate Effective professional communication skills
    • TEB 2A4 - Demonstrate and follow safety, Health, and Environmental Standards
    • TEB 2A6 - Apply Fundamental design principles of EDP
  • Math
    • Coming Soon!
  • LA
    • Coming Soon!



  • Project Launch

    • Students will then get in groups of 3-4, and brainstorm 5 ideas that they could use to in their project.

      • These Ideas should be on a google doc that is shared with all members of the group and your CDAT 9 Teachers.

    • Things to think about for your exhibit are:

      • Reproducible

      • Cheap

      • Easy

      • Able to be completed outside with little need for a constant power source

    • Submit the link to your google form here.

    • Student will present out their ideas for feedback at the end of the project time today.

  • 3/13

    • Students should narrow down to their top two ideas and do a cost analysis of those ideas. This analysis should be added to the google doc for feedback.

  • 3/14

    • Students should narrow their idea down to one and lay out a plan for completing their exhibit

      • Plan details

        • Science

          • Chemicals and amounts, do you know all of the science that you need to know for your exhibit. What research do you need to do.

        • Exhibit

          • What materials are needed to build your exhibit.

          • How many people can do your demonstration at a time,

          • How many students are required to run it,

          • Will there be waste and how will you dispose of it

          • Are gloves and goggles necessary

          • How often are you going to run your demonstration

          • How much space will you need

          • Etc.

  • 3/16

    • Students should create a formal proposal for their exhibit. Follow format here, and place on google doc.

  • 3/21

    • Students should submit the revisions to their proposals.

  • 3/23

    • Students should start the write-up of their science explanation to the public.

    • Come up with simple/complete directions for their exhibit

  • 3/27

    • Explanations and directions should be submitted in the required format for approval.

      • These should include the make fest logos along with a project logo created in photoshop or the like.

      • Find the Format for the poster below. Please Submit your poster to the google form here.

  • 3/30

    • Exhibition Day!

      • All project will need to be completed for a rough run through of your exhibit.


posted Feb 5, 2018, 4:55 AM by Daron Martin   [ updated Feb 13, 2018, 6:30 AM ]

Copy of TWCDAT_PROJECT-v1-2018.mp4

The virus is spreading! Zombies are everywhere! Can you survive?

You will create a project that:

  • Creates a narrative piece about zombies-- must include characters, conflict, and elements of a short story

    • write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequence

    • analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text

You must also use a tech skill of your choice to show off your skills. How you deliver your story is up to you. Be creative and have fun with this!


Monday 2/5: Launch Project

Tuesday 2/6: Do your independent "Brainwriting", the first section of this attachment (in writing)   (classwork grade for Science)

Wednesday, 2/7: Create project groups, and share your "Brainwriting" ideas.  Be sure to follow the protocol in Section 2 of this doc

Thursday 2/8: Humans vs Zombies Ends

Monday, 2/12:

  • Submit your team project planning document on this form (click here) - each person on the team needs to do this.

  • Be sure to have all team members' names on the document and make sure all team members have access to the document.

  • Start working on your Treatment/Pitch/Description for your project

                Determine your story line. Flesh out conflicts and characters.
                Determine what you are making. How will you embody your story using your tech skills?

Tuesday 2/13
  • Turn in "Log Line" to Mr. Proffitt today during work time.
Wednesday, 2/14:
  • Treatment/Pitch/Project Description (these are synonyms) should be on the team site.
  • More details will be posted here soon regarding the rubric for a good Treatment/Summary/Pitch (LA grade or tech grade)

  • Start working on more detailed items like Storyboards, Scripts, etc., as soon as you finish your Treatment/Summary/Pitch

Friday, 2/16: First Draft Items for Narrative DUE- (LA grade)

  • A First Draft Item is a completed script, storyboard, engineering design, etc. (more links will be posted here soon).

Wednesday 2/21

  • Final draft of product and narrative due (Tech grade)

Thursday/Friday 2/22-23

  • Product and Project  presentations(LA Grade)


posted Jan 19, 2018, 7:46 AM by Daron Martin

Launch: Make a meme for #CDATis

Freshmen launch on Friday

  • Send your meme to the Dropbox on Mr. Martin's page

  • Memes will go up around the CDAT hall

  • Winning meme will be made into a T-shirt

Your task: Create a video that answers the questions: Why CDAT? Or CDAT is….?

  • If you would like to create a project via a different media, talk to your teachers.

You must first determine your audience:

  • future CDAT students (focusing on recruiting underrepresented populations)

  • current CDAT students

  • future employers

Some ideas to consider:

  • Your current pet peeves and how to solve them

  • How to promote CDAT for rising freshmen

  • A CDAT mission and vision

  • How to recruit more girls into CDAT


  • Group sizes-- no more than four

  • Video must contain a clear mission and vision statement communicating the purpose and goal of CDAT

  • Video will be no more that 3 min in length

  • All information will be communicated clearly and concisely (no paragraphs of text)


  • Meme-- due day of the launch

  • Team plan/ proposal-- due Tuesday, January 23

  • Final product: Google video in Google drive--due Wednesday, January 31


  • Your project will be used to recruit middle schoolers and will be put on the school facebook page.

  • You will be invited to a launch party that will include delicious food!

Due: January 31

Bring Something of Value to the Table

posted Oct 25, 2017, 3:42 PM by Daron Martin   [ updated Nov 29, 2017, 9:24 AM ]

IDCook their passion is solar energy which drives their business. See one of their more recent inventions: 

Solar Lighter

What is your passion? How can your passion bring something to the table?

The goal of this project is to share your passion as it relates to STEM and your possible future career goals with CDAT. In Randy Pausch's "Last Lecture" he states, "Be good at something; it makes you valuable…. Have something to bring to the table, because that will make you more welcome." We all need to get to know our talents and have a way to demonstrate them to others. This is what you are tasked to do with STEM. Think about your interests and abilities. How could you show them to a possible future boss, internship mentor or college admissions office? In essence make something awesome and share it with us!

Your task:
  • Make a product that can be used to build your school portfolio
    • This can be a video, invention, written work, program, game. It all depends on the target audience you want to impress.
  • Group Size- 1-4 students, no greater than four
  • Remember this about your passion and potential future internships, capstones or career goals so make sure your team members share your interests
  • To help give some direction we have subdivided students based on the photo you chose representing the following broad categories
        Interest categories:

                        Medicine/Research Science

                        Digital Tech/Programming




  • Be prepared to present your product to local professionals in the fields of STEM Dec. 6th at the Academy Showcase!

Calendar/Deadline Dates-

Tuesday 10/25    Create groups and build a project planning document (make sure it's shared with all group                                             members and teachers)

                            Each group member should submit this form.

                          Brainstorm project ideas

Friday 10/27    Project Proposal Due (Put this on your Project Planning Document)

                         Teacher feedback due Monday 10/30


Wed. 11/1         Project proposal revisions due


Monday 11/6     Justification Due (LA) (Instructions are here)

How is your project relevant? What is your competition? What makes it worth coming to the table?

Friday 11/8         Concept (plans/script/etc.) Present is classes


Wednesday 11/15 & Friday 11/17     Complete product Due/ presentation (Juniors/Seniors red/green for progress)


Friday 12/1         Project pitch-deck / presentation due (Instructions are here)

  • Please fill out this form to submit your pitch deck.


Monday 12/4 & Friday 12/5     Practice / run-throughs


Wednesday 12/6    Formal Presentation to STEM professionals

Ride the Wave!!!

posted Sep 1, 2017, 2:21 AM by Daron Martin   [ updated Jan 22, 2018, 3:35 AM ]

Image result for Wave Power

Wave Power
Wave power, because of its renewable and clean nature, is a promising area of research today. Scientists are trying to take the energy from waves in the ocean and generate electricity that we can use in our homes. 

For this next project you and your group members will be responsible for designing a device that can be used to generate power from waves on a smaller scale. As the scientists described in the video, your design will need to account for many factors such as; cost, corrosion from salt water, surface area, density, volume, etc. You will receive grades in all of your CDAT classes so please make sure that you are checking the standards and requirements! Happy Designing!!!


  • TEC1.A.2.-a,b,d, TEC1.A.5-d, TEC1.A.7-c, TEC1.A.8-a,c, TEC1.A.12 a-q
  • TEB2.A.1-a-f, TEB2.A.4-a-e, TEB2.A.6-a-g, TEB2.A.7-a-i, TEB2.A.8 a-e, TEB2.A.9.a, TEB2.A.12 a-c, TEB2.A.13 a-c, TEB2.A.14 a-d 
Accelerated Geometry and Geometry
  • MGSE9-12.G.SRT.1 Verify experimentally the properties of dilations given by a center and a scale factor. 
    • a. The dilation of a line not passing through the center of the dilation results in a parallel line and leaves a line passing through the center unchanged. 
    • b. The dilation of a line segment is longer or shorter according to the ratio given by the scale factor. 
Algebra I:
  • MGSE9-12.N.Q.1 Use units of measure (linear, area, capacity, rates, and time) as a way to understand problems: 
    • a. Identify, use, and record appropriate units of measure within context, within data displays, and on graphs; 
    • b. Convert units and rates using dimensional analysis (English-to-English and Metric-to-Metric without conversion factor provided and between English and Metric with conversion factor); 
    • c. Use units within multi-step problems and formulas; interpret units of input and resulting units of output. 
  • MGSE9-12.N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. Given a situation, context, or problem, students will determine, identify, and use appropriate quantities for representing the situation.  
  • MGSE9-12.N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. For example, money situations are generally reported to the nearest cent (hundredth). Also, an answers’ precision is limited to the precision of the data given. 
  • 2A- Plan and carry out an investigation about the physical and chemical properties at the macroscopic scale
  • 2B- Use mathematics, computational, and conceptual thinking to calculate density (mass and volume) and understand the mass and volume relationship to density and incorporate a discussion on accuracy and precision.

  • Students should design and create a working model that is able to generate wave power
  • Accelerated Geometry- All of the solid(s) used in the design should be identified with their volume (s)
  • Geometry- A scale drawing of the design with dimensions should be drawn 
  • Algebra I- The dimensions for the design should be presented in both the Metric and Imperial systems
  • Students should identify and defend their building materials based on chemical and physical properties
  • Students should have an accurate density calculated for their design

Friday 9/1
  • Wave Power Exploration day
    • Today You and your group members will be responsible for doing the following:
      • Assigning Group roles
      • Signing and making your team contract
      • creating your scrum board
      • Creating you team Google Doc
        • Submit the link to your doc in the google form here
      • Answer the following research questions on your google doc (There is a pdf below with helpful information)
        • What are the parts of a wave?
        • What are some examples of wave power currently in use? 
          • What do they look like?
          • Name a benefit of each design.
        • What materials were used to build those wave power generators?
        • How much power are wave generators able to produce?
        • What problems are they having with switching to wave power. (why is it not our primary source of energy?
      • **Your contributions and daily deliverables will count towards your overall project grade.
Tuesday 9/5
  • Today you should finish your exploration from Friday and submit your team google doc, if you did not get a chance to do so already.
  • Students should start adding tasks to their scrum boards. The first SCRUM master's meeting will be on Wednesday. SCRUM masters should complete the daily reflection document below.
  •  Also with your groups, conduct the NOAA Buoy exploration task. 
    • Go to the NOAA Buoy site
    • Read the key at the bottom and look for what the different colors indicate.
    • Click on diamonds around the US and notice either a graph on water column height or a box of data for that station (Look for wave height/period info).
      • Select 3 possible locations in the US for optimal on/off shore wave power
  • Be ready to discuss and Debrief at 2:00
Wednesday 9/6
  • Project time will start off today with meetings between the SCRUM masters and the classroom teachers.
    • Please remember that the questions on the daily reflection sheet below should be answered.
  • Students should begin working on the concept for their design.
    • Remember this concept should be based on research, and that research should be cited and added to your google document. (Label a section Research)
    • Concept should include:
      • drawing of the design
      • proposed materials you would like to use
      • proposed location/environment (salt/freshwater, ocean, lake, river, etc.)
    • Concept Due 9/7
  • All groups will head back to their class rooms for debrief/questions/scrum updates at 10:10am
Thursday 9/7
  • Students should continue to work on their concept for their design.
    • At 1:40pm students should return to their assigned room to present their concept.
    • Remember the ideas for your concept should be based on research that is available on your google document
Friday 9/8
  • Finish any concept presentations that were not completed Thursday Afternoon.
  • There will be another scrum Masters meeting this morning for your group to check in with your classroom teachers.
  • Secretaries need to make sure that the google document is updated with all of the research and a completed drawing of the concept.
  • For your chemistry grade, each group should have a justification of their materials on their google document. This justification should should include:
    • All the materials that you would include in your real-world design
    • An explanation of why you chose those materials based on at least 2 physical and 2 chemical properties.
    • Make sure to include citations for your information
  • If your group has finished the Materials
    1. SCRUM masters check in with your group members to make sure they are on top of everything. CHECKERS look at the CDAT 9 site and make sure everyone has completed the tasked as described here. SECRETARIES make sure that the google document is completely updated.
    2. Finish up the deliverables from Friday if they are not finished.
    3. SCRUM masters have your daily reflection ready for tomorrow's meeting
Friday 9/15
  • We will start off today with SCRUM master meetings. 
  • You will have two deliverables during academy time today.
    • On your google doc there should be a cost analysis spreadsheet of all the materials that you will need in order to build your working model.
    • Also, you should have your dimensions spelled out for your model that will allow you to generate the most power from our system.
Tuesday 9/19
  • Today all students should use their project time to work on their Math deliverables.
    • Accelerated Geometry- Identify the Solids used in your project design, and calculate their volume.
    • Geometry- Students should have the dimensions of their workable scaled down model posted to the google doc
    • Algebra I- The dimension for the model should be presented in both the Metric (cm) and Imperial (inches) Systems
  • All Secretaries should create a brief summary on their google doc of the changes that have been made to the CDAT 9 site.
  • All groups should start bringing in their materials so that they can begin construction of their working model this week.
Wednesday 9/20
  • Each team should have a build-plan on their shared document that will allow any group member to work on the model despite their assigned Work Time
  • Ask Ms. Essani about storing your project materials.
Thursday 9/21
  • Students should continue construction of their model
    • Work Time teachers will be checking to make sure that all groups have their supplies
  • Fill out the mid-project reflection form here.
Friday 9/22
  • All groups should begin in their assigned project rooms, scrum together, and create a plan of action for the weekend. 
  • SCRUM masters will meet with their teacher.
  • All group members should have a task to complete for Monday. 
Tuesday 9/26
  • Students should continue using the building plan on their google doc in order to continue construction of their working model.
    • Students should have an update of what materials are not in, and who is responsible for bringing in those final materials for construction. 
Wednesday 9/27 
  • Students should use their work time to continue construction of their working model. All groups should identify any last minute questions that they need answered before our practice day FRIDAY
Thursday 9/28
  • Today all students should draft their thesis statement that will be used for their project reflection due in Language Arts. 
Friday 9/29
  • During the first 30 min of academy time all groups should SCRUM. SCRUM masters should fill out their daily reflection form for their group's progress. 
  • In all of your work times today will be test day! Each group should test their model, and reflect on what changes can be made before the project is due next week!

Safety First

posted Aug 9, 2017, 6:11 AM by Daron Martin   [ updated Aug 29, 2017, 10:03 AM ]

Image result for lab safety

Safety First!!

Project overview: Students will use skills they have acquired in their tech class to create a short video explaining the proper way to use pertinent chemistry lab equipment.


  • Chemistry Question?

    • Explanation of the instrument, what is does, and its benefits?

    • Describe how to read the results of the instrument?

    • What are the lab safety/precautions that go with that particular instrument?

  • Tech

    • Video will demonstrate basic editing and publishing procedures

    • Students will create a storyboard prior to video capture for team planning


  • Chemistry

    • 1. Plan and carry out appropriate safety practices for equipment used for all classroom laboratory and field experiences

    • 1a Follow correct procedures for use of scientific apparatus (includes reading the apparatus and proper estimation of the last digit)
      Demonstrate appropriate techniques in all laboratory situations
      Follow correct protocol for identifying and reporting safety problems and violations
  • Tech

  • TEB2.A.7 : Use appropriate technology to collect, record, manipulate,  

                               analyze, and report.

     TEB2.A.15: Demonstrate techniques, skills, tools, and understanding related to       

                          energy and power, bio-related, communication, transportation,

                          manufacturing, and construction technologies.

  • Language Arts

    • LA09.D.33: present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task


  • Video product

  • Storyboard

  • script

  • Google site


  • Wednesday 8/9

  • Thursday 8/10

    • Teams draft a timeline for project completion of the project

    • Create a team site and upload all of their progress to team site and Submit link to a google form

    • Answers to questions should be done by the end of Thursday

  • Friday 8/11

    • Students sign up for laboratory time to shoot their videos if needed

    • script due at the end of Friday

  • Tuesday 8/15

    • Storyboard due by the end of class

    • begin Filming

  • Wednesday 8/16

    • Rotation of groups that may desire recording time in the lab

    • Editing/credits/sources

  • Thursday 8/17

    • Rough draft of video due to be presented and receive feedback

  • Friday 8/18

    • Students revise videos, and submit a plan of completion

  • Tuesday 8/22

    • Video Project Due!!!

Please respond to this reflection form.

Almost here...

posted Aug 5, 2017, 5:00 PM by Michael Reilly

If you're a CDAT9 student, welcome!!  We can't wait to work together, and here's where you'll see your first project.  We like to have fun here when we learn, hope you do too!

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