Lesson Plan. Preparation

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1 Lesson Plan Course Title: Engineering Design and Presentation Session Title: Revolve Drawing Performance Objective: Upon completion of this assignment, the student will be able to accurately and neatly to scale, complete a revolve drawing of a nose cone to match the example provided. Specific Objectives: Define terms associated with the lesson Identify height, width, axes, planes Identify views and what dimension belongs in what view Lay out overall shape in 2-D and convert to a solid Define and use a polyline Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Engineering Design and Presentation: (c)(1)(a)(b)(c)(d)(e)(f)(g)(h)(i)(j)(k)...distinguish the differences between an engineering technician, engineering technologist, and engineer;...identify employment and career opportunities;...investigate and work toward industry certifications;...demonstrate the principles of teamwork related to engineering and technology;...identify and use appropriate work habits;...demonstrate knowledge related to governmental regulations, including health and safety;...discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;...demonstrate respect for diversity in the workplace;...demonstrate appropriate actions and identify consequences relating to discrimination, harassment, and equality;...demonstrate effective oral and written communication skills using a variety of software applications and media;...explore career preparation learning experiences, including, but not limited to, job shadowing, mentoring, and apprenticeship training (c)(2)(a)(b)(c)...understand and discuss how teams function;...use teamwork to solve problems;...serve as a team leader and a team member and demonstrate appropriate attitudes while participating in team projects. Copyright Texas Education Agency, All rights reserved. 1

2 (c)(3)(a)(b)(c)(d)...use time-management techniques to develop and maintain work schedules and meet deadlines;...complete work according to established criteria;...participate in the organization and operation of a real or simulated engineering project;...develop a plan for production of an individual product (c)(5)(a)(b)(c)(d)(e)(f)(g)(h)(i)(j)...sketch single- and multi-view projections;...prepare orthographic and pictorial views;...prepare auxiliary views;...prepare section views;...project points and construct lines to build geometric forms;...construct true length of lines and true size of planes by the revolution method;...draw developments using radial line, parallel line, and triangulation methods;...construct piercing points and intersection of planes using edge-view and cutting plane methods;...prepare and revise annotated multi-dimensional production drawings in computeraided drafting and design to industry standards;...demonstrate knowledge of effective file structure and management (c)(6)(a)(b)(c)(d)(e)(f)...understand and discuss principles of ideation;...think critically, identify the system constraints, and make fact-based decisions;...use rational thinking to develop or improve a product;...apply decision-making strategies when developing solutions;...use an engineering notebook to record prototypes, corrections, and/or mistakes in the design process;...use an engineering notebook to record the final design, construction, and manipulation of finished projects (c)(7)(a)(b)(c)(d)...use a variety of technologies to design components;...use tools, laboratory equipment, and precision measuring instruments to develop prototypes;...research applications of different types of computer-aided drafting and design software;...use multiple software applications for concept presentations (c)(8)(a)(b)(c)(d)(e)...interpret engineering drawings;...identify areas where quality, reliability, and safety can be designed into a product;...improve a product design to meet a specified need;...produce engineering drawings to industry standards;...describe potential patents and the patenting process (c)(9)(a)(b)(c)...identify and describe the steps needed to produce a prototype;...identify and use appropriate tools, equipment, machines, and materials to produce the Copyright Texas Education Agency, All rights reserved. 2

3 prototype;...present the prototype using a variety of media. Interdisciplinary Correlations: English: (6)(A)(B) expand vocabulary through wide reading, listening, and discussing; rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary; (7)(A)(I)(J) establish a purpose for reading such as to discover, interpret, and enjoy; use study strategies such as skimming and scanning, note taking, outlining, and using study-guide questions to better understand texts; read silently with comprehension for a sustained period of time; Teacher Preparation: The teacher needs to know the terms associated with the lesson, have examples of revolve drawings to show, be able to construct a revolve drawing, and be able to guide the students through the storyboard. Reference: French, T. E., & Helsel, J. D. (2003). Mechanical Drawing Board and CAD Techniques. Creating Views from a Solid Model (page 214). Peoria, IL: Glencoe/McGraw-Hill. Instructional Aids: 1. PowerPoint presentation provided with this lesson 2. Storyboard 3. Examples of revolve drawings 4. Paper rockets activity handout (for extension and enrichment) 5. Paper rocket test report (for extension and enrichment) Materials Needed: 1. CAD software Equipment Needed: 1. Computer with appropriate CAD software 2. Computer projection unit if available Learner Preparation: Students need to have command of a polyline, surface selections, and different views. Copyright Texas Education Agency, All rights reserved. 3

4 Introduction Introduction (LSI Quadrant I): SAY: Today we will learn how to accurately revolve and scale a drawing of a nose cone by following the steps in the storyboard provided in the slide presentation. SHOW: PowerPoint presentation. ASK: What type of drawing do we use? SAY: 2-D drawing. ASK: How many dimensions do we use? SAY: Two. SAY: Now, revolve these two dimensions around shown axis. SHOW: Note axis is touching object, closing the object, as drawn. ASK: Do we close all objects to be revolved? (Yes) SAY: Now see how many of these objects you can revolve. Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor I. Define and identify terms associated with the lesson A. Height Y axis B. Width X axis C. Axis an imaginary line along which the height, width, or depth of an object is drawn D. Axes - plural of axis E. Plane a flat surface F. Polyline a connected sequence of segments created as a single planar object. You can create straight line segments, arc segments, or a combination of the two G. Radius the distance from the center of a circle to its edge Teacher will begin PowerPoint presentation. Teacher will distribute the handout Terms used with Revolve Drawing and discuss. II. Students follow storyboard to complete revolve drawing of a nose cone: A. Construct all segments to the shape of choice, such as a nose cone B. Close all ends to line segments C. Object to be revolved around an axis D. Choose the axis height from top to bottom of object E. Choose the revolutions (360) full circle The teacher will guide the students through how to use the storyboard to complete revolve drawing. Copyright Texas Education Agency, All rights reserved. 4

5 F. Enter and the object will revolve III. Identify views and what dimension belongs in what view of the 2-D drawing provided in the slide presentation A. Top view R0.45 B. Front view Teacher will remind students to refer to PowerPoint slide and storyboard as the students work. IV. Lay out overall shapes 2-D or solid to dimensions A. Construct the height (1.05) of the cone as shown in front view, then half the construction of the width or radius, completing and closing the object, then revolve it around the axis plane 360 degrees B. The angle in this case is shown from point to point of the height and the width as shown C. The axis plane is from top of the object to the bottom as shown V. Define and use a polyline A. In some CAD software the object will not revolve if the polyline is broken. The sealed color will leak out or will not be constructed correctly. (If it is a rocket, the rocket will not fly correctly.) VI. Students will be evaluated based on criteria in the revolve drawing rubric Teacher will continue PowerPoint presentation referring students to storyboard. Teacher will use PowerPoint presentation for understanding. Students will be given rubric at the beginning of the lesson. Copy and paste Multiple Intelligences Graphic in appropriate place in left column. Verbal Linguistic Logical Mathematical Visual Spatial Musical Rhythmic Bodily Kinesthetic Intrapersonal Interpersonal Naturalist Existentialist Application Guided Practice (LSI Quadrant III): Teacher will instruct the students on how to use the storyboard to complete the revolve drawing. Students will be monitored as they work and the teacher will provide questions to stimulate their thinking. Copyright Texas Education Agency, All rights reserved. 5

6 Independent Practice (LSI Quadrant III): Students will work independently through the steps outlined in the storyboard to complete the revolve drawing using their CAD software. Summary Review (LSI Quadrants I and IV): The students will review by answering questions posed by the teacher as they work through the storyboard and will review the terms associated with the lesson in the handout provided. The teacher will ask: 1. What type of objects do we revolve? (wheels, round objects, steering wheels, etc.) 2. What type dimensions do we use? (height and width) 3. Do we have to revolve the object 360 degrees? (yes) 4. Must we use an axis plane? (yes) 5. Can we revolve objects inside of other objects or around them? (yes) 6. Are there limits to what you can revolve? (no) 7. Explain how you would revolve an object. (see storyboard) Evaluation Informal Assessment (LSI Quadrant III): The teacher will monitor the students progression through the storyboard and will informally assess their progress. Formal Assessment (LSI Quadrant III, IV): The students will be assessed based on the criteria of the rubric provided with this lesson. Extension Extension/Enrichment (LSI Quadrant IV): 1. Paper rockets activity and test report a. How many parts can you revolve? b. Build paper, nose, nose insert, air frame c. Launch rocket 3 times and complete test report d. The most important point to keep in mind is to seal the nose and the nose insert so no air can escape! If air escapes, it will not work! 2. Students can practice using objects such as wheels, rounds, salt and pepper holders, round candle sticks, steering wheels to revolve. Copyright Texas Education Agency, All rights reserved. 6

7 Terms Used With Revolve Drawing A. Height Y axis B. Width X axis C. Axis an imaginary line along which the height, width, or depth of an object is drawn D. Axes - plural of axis E. Plane a flat surface F. Polyline a connected sequence of segments created as a single planar object (You can create straight line segments, arc segments, or a combination of the two.) G. Radius the distance from the center of a circle to its edge Copyright Texas Education Agency, All rights reserved. 7

8 Copyright Texas Education Agency, All rights reserved. 8

9 Names: Paper Rocket Test Report 1. Launch your rocket three times. How far did it fly each time? What is the average distance your rocket flew? Write your answer in the spaces and draw a diagram. 2. Build and fly a rocket of a new design. Before flying it, predict how far it will go. Fly the rocket three times and average the distances. What is the difference between your prediction and the actual average distance? Draw a diagram. 3. Build a third rocket and repeat step On the back of this paper, write a short paragraph describing each rocket you built and how it flew. Draw pictures of the rockets you constructed and a diagram. Rocket 1 How far did it fly in inches? What is the average distance in inches? Rocket 2 Predict how many inches your rocket will fly. How far did it fly in inches? What is the average distance? What is the difference between your prediction and the average distance? Rocket 3 Predict how many inches your rocket will fly. How far did it fly in inches? What is the average distance? What is the difference between your prediction and the average distance? Make a diagram about the flight here. Make a diagram about the flight here. Make a diagram about the flight here. Copyright Texas Education Agency, All rights reserved. 9

10 Revolve Drawing Rubric Task Statement: Complete a revolve drawing. Task Assignment: Complete a revolve drawing of a nose cone accurately and neatly to scale by using CAD. Concepts/Skills to be Assessed Lay out overall shape, width, and height in CAD (pencil first is optional) (Possible 15 points) Lay out overall shape to dimensions in CAD (Possible 15 points) Dimension width of line segment in CAD (Possible 15 points) Dimension height of line segment in CAD (Possible 15 points) Finish drawing, as shown, in CAD Novice 1 Pencil sketch started (1-4 points) Pencil sketch started (1-4 points) Line segments not connected, double lines, over run corners (1-4 points) Line segments not connected, double lines, over run corners (1-4 points) Overall shape started Developing 2 Pencil sketch completed (4-8 points) Pencil sketch completed (4-8 points) Fewer line segments not connected, fewer double lines, fewer over run corners (4-8 points) Fewer line segments not connected, fewer double lines, fewer over run corners (4-8 points) Overall shape completed Criteria Categories (Novice to Exemplary) Accomplished 3 Pencil and CAD lines going in the right direction (8-10 points) Pencil and CAD lines going in the right direction (8-10 points) Lines are connected, sharp, and intersect (8-10 points) Lines are connected, sharp, and intersect (8-10 points) CAD lines going in the right direction Exemplary 4 Pencil and CAD are accurate within 1/16 of an inch (10-15 points) Pencil and CAD are accurate within 1/16 of an inch (10-15 points) Dark, sharp lines with 100% accuracy (10-15 points) Dark, sharp lines with 100% accuracy (10-15 points) CAD drawing is 100% accurate within dimension given Points Earned (Possible 25 points) (1-10 points) (10 to 14 points) (14 to 16 points) (16 to 25 points) Neatness Overall shape Lines constructed Sharp line segments to 100% accuracy with constructed and snap to end exact dimensions dimensions to end points points (Possible 15 points) (1-4 points) (4-8 points) (8-10 points) (10-15 points) A = points; B = points; C = points; D = 6-30 points Total Points: Copyright Texas Education Agency, All rights reserved. 10