Course Information Template
Please type descriptions for the following categories in the course information page on the BHS
web site. Descriptions are required for all A.P. and Honors courses, as well as all other courses
that require summer work. Please email your completed responses, along with electronic
attachments of all assignments to JeffFeucht@u-46.org by May 15th.
1. Please provide a course description. Please provide more details than the district curriculum guide.
Include a general scope of what content the course will address, what skills students will be expected to
develop, and what specific weekly workload will accompany the course.
This course concentrates on integrating advanced algebra, geometry and statistics with concepts in
engineering, electronics and physics. Students work independently and as a team to complete projects
that apply math and science to technology. Daily assignments will support development of skills needed to
be successful in projects in all aspects of the four-year Academy curriculum. Many classroom activities,
short and long term projects will be used to assess student understanding.
2. Please provide a description of what summer preparation students can undertake to get a head start on
the course. You may want to include suggested reading lists, web sites, or a required summer assignment.
Please provide all assignments in Word, .pdf, or scanned image format so they can be posted on the BHS
The summer expectations for Sophomore Academy students integrate math, science and technology. A
single topic has been chosen by the teaching team and expectations are developed so students explore
the topic in some detail in preparation for class activities in the fall. Students entering their sophomore
year in the Academy do not need to complete separate math and science work.
See attached for specific expectations on this year’s topic. Please note that there is a word document with
the details, and a pdf file with some additional information. Be sure to look at both!
3. Please provide a description of what support you will provide students over the summer. Please include
a contact email that you will check frequently during summer recess.
The best means of contact over summer break is via email, firstname.lastname@example.org, candacequetsch@u-
46.org, email@example.com, firstname.lastname@example.org
Students may call and leave a message on the school voicemail system, but voice messages will not be
checked as frequently as email messages.
In either case, I will respond to any questions as soon as possible. Be sure to be specific in your question.
I will be traveling throughout the summer so at times it may be a week or two before I will be able to
2009 Sophomore Academy Summer Expectations
Completing this work satisfies your summer responsibilities for Physics, Math, POE and DE. You do
not need to do any additional math or physics summer work.
If you view the world with open eyes and an intrigued mind, you will find elements of math, science and their
applications all around you. Next year, the technology components of your Academy program will include Principles
of Engineering and Digital Electronics, both of which are applied math and science.
With that in mind, we are going to ask you to focus your attentions this summer on vending machines, that is,
machines that sell product directly to the consumer. Vending machines come in many forms and structures, some
designed specifically for a single product and others that can dispense many different products from one machine.
The tasks below will serve as prompts for you to complete your investigation of these varied and interesting
Part I: Locate different types of machines.
Start by investigating the types of machines. As you go about your summer activities, have your picture taken next to
as many different types of machines as possible, with no more than two machines from the same location. (i.e. the
zoo is one location, no matter how many different places within the zoo have vending machines). You must submit
no less than 5 pictures of you with distinctly different machines, selling distinctly different products. Be sure to note
the location of each machine along with the picture. You will be eligible for some extra credit points if any of your
pictured machines is distinctly different in type (mechanical operation, not product) from anyone else in the
sophomore academy class. Be sure the products in the machines are school appropriate.
As you are examining these machines, make a list of all the products that are for sale in each machine. For example,
there are 2 slots with crackers, 3 with pretzels, 5 with cookies, etc. – or – there are 2 buttons for water, 3 for cola, 3
for diet cola, etc. If the machine only dispenses one product, describe the product in detail.
Part II: Describe the machines
For each of the 5 machines you have pictured (if you have more than 5 pictures, choose 5 to work with) create a flow
chart indicating the procedure for utilizing the machine from the purchaser’s point of view. The example below
(attached pdf file of a powerpoint) should give you an idea of how to format your work and what to include. Note
that it needs to be very detailed.
Write a short conjecture about what you believe is going on inside each machine from a mechanical point of view.
Part III: Conceptualize the internal design
Choose 3 of the 5 machines that you worked with in Part II (3 distinctly different types) and create a detailed flow
chart of the mechanism process that the machine uses to dispense the product. Your discussion here should
incorporate the ideas of physics where they apply as well as the electronics and mechanical methods that make the
machine work. What is the source of power, mechanical, electrical, human? What forces are at work? Here are a
couple of websites that may help you get started on identifying the processes:
Click the link below then go to the links for simulations on
Motion – Machines
Electricity Magnets and Circuits
http://www.internet4classrooms.com/physics.htm Scroll down to #47 for background on your Machine Project—save
this link for the future
Here is another site for machines that can give background—Have PHUN
Part IV: Investigate vending machines
Identify at least 3 web sources that provide information about vending machines and how they work. At least one of
these sources should have video about the workings of the machine. Extra credit is available for sources different
from any of your classmates.
Part V: Candy dispensers
Locate a candy or gumball dispensing machine like those often found in the entry way at K-mart or Wal-Mart. Make
a sketch of the machine’s product holding compartment, including dimensions. As best you are able, sketch the item
that the machine is selling, including dimensions. Using your knowledge of volume, estimate the number of pieces
that the container can hold. This should be supported by calculations based on the dimensions in your drawing.
Describe the item in the dispenser in detail. If is comes in a variety of sizes, shapes and colors, make very specific
notes about what you see. To the best of your ability, estimate the proportion of each of the different aspects. For
example, 20% red, 12% yellow,…etc.
Part VI: Supplies for fall of 2009
You should have each of these items with you on the first day of school (specific details about some items are
included below the basic list):
- engineering notebook
- safety goggles
- graphing calculator
- vernier caliper
- clear plastic container with screw on lid
- print circuit board
- portfolio cover
- flash drive
Do not wait till the last week, buy now!!!!!!! Otherwise you will be competing against
65 other students for limited supplies!
BBCIII - approximately $20.00 w/shipping ( get ten friends together and save $3.00)
Order this early in the summer. This will be a project for 1st quarter. When finished will be used in class for other
projects. The kit will be the property of the student, to take home.) www.breadboardcompanion.com/page2.html
Safety Glasses rated for Z87.1( NO SHADED SAFETY GLASSES, clear lenses!!)
If the student does not purchase over the summer, the first week of school they may purchase for $5.00. After the
first week, $7.50. If the student wears glasses then a lab goggle may need to be purchased if the Z87.1 glasses do not
work. The safety glasses need side protectors. Z87.1 is an industry standard for safety glasses.
1-Quadrille Composition Notebook (looks like a hard bound composition notebook, except it contains
squares/graph paper versus lines to write on)-
Engineering notebook to share between POE and DE
Staples® Composition Notebook, Quadrille Ruled, Green
Item 858198 Model 11624-CC -$2.49
Office Depot® Brand Quad Pad Composition Book, 9 3/4" x 7 1/2", Blue
Item #: 320155 / Bar Code 3585499552 - $2.99
Note: Office Depot has two version blue or green cover. The green cover has wide purple lines for the graph paper
look. It is harder to work with, the right version looks like regular graph paper. They have same item # , different bar
Digital Electronics - Heavy Duty Portfolio Cover 3 in. thick
Bring $2.75 the first week to purchase these covers. They come in packs of five or ten. Only one is required. A group
purchase will be made at the beginning of school. This is a side bound with a metal fastener, made of pressboard.
Sheet capacity is 500, or 3 inches.
1 - Vernier Caliper – 6 inch
Menards - Tool Shop Plastic Vernier Caliper #244-5566 $2.99
Flash drive 4GB - it is suggested to purchase two flash drives of 4 GB size. The reason for two, is for backup
reasons. Each week a student should backup the flash drive at home. If a flash drive is lost or fails, then the student
has a backup. Please name the flash drive volume with last name, and put a file folder under the root with the student
first and last name. Students should also review proper procedure for removing a flash drive from a computer, so data
is not corrupted or damaged ( http://www.ctcd.edu/infotech/ctcitd/education/tech%20tips/tips/flashdrive.html ) .
Note: Prices are always under change, these are best estimates.
NOTE: don’t forget that there is a pdf file power point that you need to review
in order to complete Part II above!
Have fun with your exploration of vending machines. We look forward to a fun and productive year
with the Sophomore members of the BHS Academy!
Dr. Ed Russell Mr. Gary Cotie Mr. Stephen Buchs Ms. Candace Quetsch
email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org
ext. 4778 ext. 4663 ext. 4662 ext. 4771