Making steel

In these videos it shows how to make and how not to make Wootz Steel. This type of steel has an interesting pattern on it that is creating when making the steel not forging as apposed to the folded steel from Japaneses swords that get their pattern through forging (working the metal).

EQ

1. I reviewed the rule of three for writing an EQ.


2. a.No looks fast and sloppy. Does not provides frame work. Only allows a side to be chosen by picking the most important factor. Not Specific enough to genral
    b. Yes. Frame work narrows the question down to a very specific topic. Takes a stance by having you choose a side. Specific enough for the topic.
    c. Yes. Frame work helps ask a specific question about not just hair styles but some thing about the customer. Has you chose sides between the different hairstyles I guess. Format Makes it very specific.
    d. No. Not enough to the question for adequate frame work. The sides chosen are to general. Not very specific.


3. Revised EQ: What factor is the most important in efficiently manipulating metal into a desired shape.

Lesson 1 reflection

Q1. What are you most proud of in your lesson 1 presentation and why?

A. I am most proud of the way I drew my audience in and kept them entertained not only with my topic but with the information and interactions with them. I didn't just stand up at the front, I handed things that I made at my mentorship out and showed them what I did to make each piece. This helped involve the class and ensured that I had their full attention when I taught them about the different colors of metals in blacksmithing.

Q2. What assessment would you give yourself?

A. AE

B. I would give myself an AE for multiple reasons. First I engaged the audience not just in one instance but throughout my entire lesson. I handed out things I made while working at the forge as props. This helped give them something tangible to keep them focused on what I was teaching. Second, I used body language to make my points more appealing. But even more so I used body language to show physical techniques used in blacksmithing. Third, I sited and referenced almost all of my sources including my interviewee both in the presentation and in the lesson plan. I showed information that my sources gave me as well as things I have actually tried and been taught in the workshop. Finally, and perhaps the most important, every one learned something from my presentation. Not just for a few seconds but something that they stored away and can use in the future.

Q3. What worked for you in lesson 1?

A. My props and pictures worked the best because they showed people what I was doing rather than me telling them. By showing them they have a better idea and can learn more about blacksmithing than if I simply told them. If a picture is worth a thousand words then the actual piece is worth a million.

Q4. (What didn't work?) If you had a time machine what would you have done differently to improve your lesson?

A. I would have gotten better pictures of the different colors of metal. I had a few but nothing concrete that can stick with them. I should have brought a piece of copper that I colored though heat treating. I didn't bring it because it is the wrong type of metal for me to be working with if I am a blacksmith ( I explained the differences in my presentation). I also should have let them study the pictures a little more. If I had much more information would fit into the presentation even though the time limit was constricting.