Performance Objective
At the end of the lesson, students will able to create their own Paper Vernier Dial Caliper following the slide presentation and examples given. They will practice finding measurements using it until they can pass the test with a minimum score of 80%.
Specific Objectives

Identify and label the six parts of a Vernier Dial Caliper (dial, dial set Screw, Jaws, Nibs, slide assembly set screw, and thumb screw).
 Create the Paper Vernier Dial Caliper as explained and to match modeled examples.
 Demonstrate how to take measurements using the Paper Vernier Dial Caliper .
 Demonstrate mastery of how to read precise measurements using a Vernier Dial Caliper .
Terms
 Caliper- usually referred to as calipers , an instrument for measuring thicknesses and internal or external diameters inaccessible to a scale; consisting usually of a pair of adjustable pivoted legs.
 Vernier Dial Caliper- a caliper formed of two pieces sliding across one another, one having a graduated scale and the other a vernier; also called vernier micrometer.

Six (6) Parts of a Vernier Dial Caliper include nibs, slide assembly set screw, jaws, dial, thumb screw, and dial set screw (see diagram).
Time
It should take approximately three 45-minute class periods to allow for presentation, guided practice, and the test.
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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.
Advanced Engineering Design and Presentation
 130.366 (c) o (3) The student develops skills for managing a project. The student is expected to:
(A) use time-management techniques to develop and maintain work schedules and meet deadlines;
(B) complete projects according to established criteria;
(C) participate in the organization and operation of a real or simulated engineering project; and
(D) develop a plan for production of an individual product. o (4) The student demonstrates principles of project documentation and work flow. The student is expected to:
(F) read and interpret technical drawings, manuals, and bulletins. o (6) The student practices safe and proper work habits. The student is expected to:
(B) follow safety guidelines as described in various manuals, instructions, and regulations;
(E) perform maintenance on selected tools, equipment, and machines;
(F) handle and store tools and materials correctly; and
(G) describe the results of negligent or improper maintenance. o (8) The student applies concepts of engineering to specific problems. The student is expected to:
(B) use tools, laboratory equipment, and precision measuring instruments to develop prototypes.
Interdisciplinary Correlations
Geometry

111.34 (b) o (2) Geometric structure. The student analyzes geometric relationships in order to make and verify conjectures. The student is expected to:
(A) use constructions to explore attributes of geometric figures and to make conjectures about geometric relationships; and
(B) make conjectures about angles, lines, polygons, circles, and three-dimensional figures and determine the validity of the conjectures, choosing from a variety of approaches such as coordinate, transformational, or axiomatic.
(3) Geometric structure. The student applies logical reasoning to justify and prove mathematical statements. The student is expected to:
(B) construct and justify statements about geometric figures and their properties.
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o (4) Geometric structure. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. o (5) Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to:
(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties;
(B) use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles;
(C) use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations; and
(D) identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are
Pythagorean triples. o (6) Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems. The student is expected to:
(A) describe and draw the intersection of a given plane with various three-dimensional geometric figures;
(B) use nets to represent and construct three-dimensional geometric figures; and
(C) use orthographic and isometric views of three-dimensional geometric figures to represent and construct three-dimensional geometric figures and solve problems. o (7) Dimensionality and the geometry of location. The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly. The student is expected to:
(A) use one- and two-dimensional coordinate systems to represent points, lines, rays, line segments, and figures; and
(C) derive and use formulas involving length, slope, and midpoint. o (8) Congruence and the geometry of size. The student uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations. The student is expected to:
(A) find areas of regular polygons, circles, and composite figures;
(B) find areas of sectors and arc lengths of circles using proportional reasoning;
(C) derive, extend, and use the Pythagorean Theorem;
(D) find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composites of these figures in problem situations;
(E) use area models to connect geometry to probability and statistics; and
(F) use conversions between measurement systems to solve problems in real-world situations. o (9) Congruence and the geometry of size. The student analyzes properties and describes relationships in geometric figures. The student is expected to:
(A) formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models;
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(B) formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models;
(C) formulate and test conjectures about the properties and attributes of circles and the lines that intersect them based on explorations and concrete models; and
(D) analyze the characteristics of polyhedra and other three-dimensional figures and their component parts based on explorations and concrete models. o (10) Congruence and the geometry of size. The student applies the concept of congruence to justify properties of figures and solve problems. The student is expected to:
(A) use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane; and
(B) justify and apply triangle congruence relationships. o (11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to:
(A) use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;
(B) use ratios to solve problems involving similar figures;
(C) develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods; and
(D) describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Inspectors, Testers, Sorters, Samplers, and Weighers
O*Net Number: 51-9061.00
Reported Job Titles: Inspector, Picker / Packer, Quality Assurance Auditor, Quality Assurance Inspector,
Quality Assurance Technician, Quality Auditor, Quality Control Inspector, Quality Control Technician, Quality
Inspector, Quality Technician
Tasks

Inspect, test, or measure materials, products, installations, or work for conformance to specifications.

Measure dimensions of products to verify conformance to specifications, using measuring instruments such as rulers, calipers, gauges, or micrometers.
 Read blueprints, data, manuals, or other materials to determine specifications, inspection and testing procedures, adjustment methods, certification processes, formulas, or measuring instruments required.

Record inspection or test data, such as weights, temperatures, grades, or moisture content, and quantities inspected or graded.

Mark items with details such as grade or acceptance-rejection status.
 Notify supervisors or other personnel of production problems.

Discard or reject products, materials, or equipment not meeting specifications.
 Collect or select samples for testing or for use as models.

Write test or inspection reports describing results, recommendations, or needed repairs.
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
Compare colors, shapes, textures, or grades of products or materials with color charts, templates, or samples to verify conformance to standards.
Soft Skills
 Critical Thinking
 Operation and Control
 Monitoring
 Reading Comprehension
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website.
Preparation

Paper Vernier Dial Caliper handout (Slide 2) for each student, preferably printed on card stock

Pair of scissors for each student

Hobby knife and cutting board for students to share, approximately one for every four to six students

Metal brad to attach the needle to the dial

Vernier Dial Caliper Test for each student
References

Paper Vernier Dial Caliper slide presentation
 http://dictionary.reference.com/browse/caliper
 http://dictionary.reference.com/browse/vernier%20caliper
 Search the Internet to find videos on how to use a Vernier Dial Caliper
Instructional Aids
 Computer and data projector
 Paper and/or electronic copy of the Paper Vernier Dial Caliper slide presentation
 Examples of what the Paper Vernier Dial Caliper should look like when completed
 Different types of Vernier Dial Calipers you have for your lab. If budget does not allow for real dial calipers, substitute a divider or compass and measurement scales.
The purpose of this lesson is to allow students time to practice reading measurements on a dial caliper before they use the expensive real ones.
Day 1

Show o Examples of Paper Vernier Dial Calipers

Say o This is what you will be working on for the next three days.
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 Ask o Why do you think you will need to be able to measure items with a vernier dial caliper?
 Say o Engineering design is precision measurement-based. You will have to model and site every part’s size, tolerance, and materials.
 Ask o How would you make this Paper Vernier Dial Caliper to use for practice during this lesson?
 Show o Paper Vernier Dial Caliper slide presentation, and then allow students to work in teams of four to six students to make their own.
Day 2

Ask o What can you measure using this measurement tool? o Is it English standard or metric? o Answer = both usually; however, it depends on what side you are using.

Show o Different types of vernier dial calipers in the lab, and/or refer to the slide presentation o How to make measurements using the teacher’s paper vernier dial caliper.

Say o We will spend the rest of class today practicing finding measurements that I give you. I will walk around the room to check your progress.
Day 3
 Say o Today, for the first half of class, we will practice reading measurements with the Paper Vernier Dial
Caliper you created. o During the last half of class we will take the Vernier Dial Caliper Test . You must pass it with a minimum of 80% before you will be allowed to use the real calipers.
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MI OUTLINE
Day 1
I.
Introduction to what a Vernier Dial Caliper is and its parts (Slides 1-9)
A.
Jaws
B.
Dial
C.
Thumb screw
D.
Nibs
E.
Slide assembly set screw
F.
Dial set screw
II.
Show how to make their own Paper Vernier Dial
Caliper
A.
Supplies include paper, scissors, hobby knife, cutting board, metal brad
B.
Review hobby knife safety
C.
Students work in teams to create their own
Paper Vernier Dial Caliper .
Day 2
III.
Show them how to make measurements using the
Paper Vernier Dial Caliper
A.
Students practice finding varying measurements.
B.
Teacher monitors/checks for understanding.
Day 3
IV. Review how to read measurements on the Vernier
Dial Caliper
A.
Review how to use it
B.
Students practice reading measurements
C.
Test over it
D.
Must score a minimum of 80% on the test to use the real dial calipers
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NOTES TO TEACHER
Show the students the completed example of a
Paper Vernier Dial
Caliper . Show the entire Paper Vernier
Dial Caliper slide presentation that will help guide students through the process when they begin to create their own. After viewing the presentation, have students start to create their own Paper Vernier
Dial Caliper . Students may work in teams of four to six per team.
Day 2 - refer back to
Slides 11-18 on how to measure.
Students practice finding measurements.
Teacher checks progress.
Day 3 - refer back to
Slide 10 on how to read measurements.
Assess what they know using the Vernier Dial
Caliper Test given.
Grade test with Dial
Caliper Test Key .
7

Existentialist
Interpersonal Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic Visual/Spatial
Guided Practice
The teacher will show students how to make a Paper Vernier Dial Caliper and use it to make measurements.
Independent Practice
The students will create their own Paper Vernier Dial Caliper and practice using it. They will take the Vernier
Dial Caliper Test and pass it with 80% or better before they are allowed to use real dial calipers.
Review
The students should now be able to use the vernier dial caliper to make precision measurements. They are now ready to move on to the drawing and precise measurement of their own smart phone.
Informal Assessment
The teacher will observe students as they practice reading measurements using the Paper Vernier Dial Caliper .
Formal Assessment
Students will be graded by taking the Vernier Dial Caliper Test until they can pass the test with a minimum score of 80%.
Extension
The students will be allowed to start sketching/tracing their own smart phones on the 11 x 17 graph paper provided in the “My Smart Phone” lesson, if they finish early.
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Name: ____________________________________
Date: _____________________________________
Class: _____________________________________
Score: ____________/100pts
Directions
Complete A-F with the name of the Vernier Dial Caliper parts from the following word bank: Dial, Dial Set
Screw, Jaws, Nibs, Slide Assembly Set Screw, and Thumb Screw.
1. A =
2. B =
3. C =
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________ 4. D =
5. E =
6. F =
_________________________________________________________________
_________________________________________________________________
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7. What is the measurement shown? __________
8. What is the measurement shown? __________
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9. What is the measurement shown? __________
10. What is the measurement shown? __________
Name: ____________________________________
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Date: _____________________________________
Class: _____________________________________
Score: ____________/100pts
Directions
Complete A-F with the name of the Vernier Dial Caliper parts from the following word bank: Dial, Dial Set
Screw, Jaws, Nibs, Slide Assembly Set Screw, and Thumb Screw.
1. A =
2. B =
3. C =
Jaws
Dial
Nibs
Thumb Screw
4. D =
5. E =
6. F =
Slide Assembly Set Screw
Dial Set Screw
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7. What is the measurement shown? 1.213”
8. What is the measurement shown? 0.545”
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9. What is the measurement shown? 2.362”
10. What is the measurement shown? 1.602”
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