“My Smart Phone” Precision Measured Drawing and 3D model
Advanced Engineering Design and Presentation
Lesson Plan
Performance Objective
At the end of the lesson, students will able to sketch/trace/draw the six views of their own smart phone. They
will draw the measurements needed and precisely measure them using a vernier dial caliper to match the
criteria in the “My Smart Phone” Sketch/Trace/Draw Rubric. The drawings and parts will be used to create a
3D model of their own phone to match the criteria in the “My Smart Phone” 3D Model Rubric
Specific Objectives
 Sketch/trace/draw the six views correctly on the 11 x 17 graph paper
 Measure precisely the phone
 Create a 3D model of their phone
Terms
 Caliper- usually referred to as calipers, is 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- is 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.)
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
Parts- what makes up the object/project.

Planes- X, Y, and Z that you can select to create a sketch on.

Assembly- when all the parts are put together to create the object/problem.
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
Exploded View- when all of the parts have been assembled and then “tweaked” so that they are
separated for the annotation process.

Annotation- dimensions of the parts.

Parts List- a table that explains what all of the parts are and/or materials used.
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
Balloon- a type of annotation that identifies parts given in the Parts List.

Layout- is the title block or paper that you place everything into, so that you can then print it for the
customer.

Sketch- the surface or plane area that you can draw your part on.
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
Extrusion- when you make a sketch have mass or take away/cut a part of the mass.

Fillet- a rounded edge.
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
Chamfer- a straight edge.
Time
It should take approximately 11, 45-minute class periods to complete the lessons.
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.
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; and
(B) complete projects according to established criteria.
o (4) The student demonstrates principles of project documentation and work flow. The student
is expected to:
(A) complete work orders and related documentation; and
(F) read and interpret technical drawings, manuals, and bulletins.
o (5) The student applies the concepts and skills of computer-aided drafting and design software
to perform the following tasks. The student is expected to:
(A) prepare drawings to American National Standards Institute and International
Standards Organization graphic standards;
(C) prepare advanced sectional views and isometrics;
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(D) draw detailed parts, assembly diagrams, and sub-assembly diagrams; and
(E) indicate tolerances and standard fittings using appropriate library functions.
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;
(C) research applications of different types of computer-aided drafting and design
software; and
(D) use multiple software applications for concept presentations.
o (9) The student designs systems using appropriate design processes and techniques. The
student is expected to:
(A) interpret engineering drawings;
(D) produce engineering drawings to industry standards; and
(E) describe potential patents and the patenting process.
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.
o (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.
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;
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o
o
o
o
o
(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.
(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.
(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.
(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.
(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;
(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.
(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:
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(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: Industrial Engineering Technologists
O*Net Number: 17-3029.05
Reported Job Titles: Associate Product Integrity Engineer; Head of Operation and Logistics; Liaison Engineer;
Manager, Asset Management; Materials Planner/Production Planner; Planner/Scheduler; Production Control
Supervisor; Quality Management Coordinator; Quality Tech; Senior Quality Methods Specialist
Tasks
 Interpret engineering drawings, sketches, or diagrams.
 Plan the flow of work or materials to maximize efficiency.
 Develop or implement programs to address problems related to production, materials,
safety, or quality.
 Modify equipment or processes to improve resource or cost efficiency.
 Oversee or inspect production processes.
 Analyze, estimate, or report production costs.
 Compile operational data to develop cost or time estimates, schedules, or specifications.
 Monitor and control inventory.
 Conduct time and motion studies to identify opportunities to improve worker efficiency.
 Analyze operational, production, economic, or other data, using statistical procedures.
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.
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Preparation
• Students should have completed the Paper Vernier Dial Caliper lesson and passed the test with 80% or
better before proceeding with this lesson.
• If your budget does not allow for real dial calipers, you can substitute a divider or compass and
measurement scales.
• There are two options for students who may struggle with this lesson:
 Give them the drawings with measurements found in the presentation.
 Let the student work with a stronger student and make it a team project.
• It should take students one to two days to sketch/trace/draw the six views of their smart phone.
• It should take students approximately two to three days to precisely measure all the parts of the six
views of their smart phone.
• It should take students approximately five to six days to 3D model all the parts of their smart phone
and assemble it.
References
 “My Smart Phone” Precision Measured Drawing and 3D Model slide presentation
 http://dictionary.reference.com/browse/caliper
 http://dictionary.reference.com/browse/vernier%20caliper
Instructional Aids
 Computer and data projector
 Paper and/or electronic copy of the “My Smart Phone” Precision Measured Drawing and 3D Model
slide presentation
 Examples of what the hand-drawn six views should look like
 Examples of what the 3D modeled assembly looks like with dimensions
 “My Smart Phone” Sketch/Trace/Draw Rubric
 “My Smart Phone” 3D Model Rubric
Introduction
The purposes of this lesson is to allow students time to sketch/trace/draw the six views of their own smart
phone, draw all the measurements needed and precisely measure them using a dial caliper, and use the
drawings and parts to create a 3D model of their own phone.
Days 1-2
 Show
o “My Smart Phone” examples and “My Smart Phone” Precision Measured Drawing and 3D Model
slide presentation
 Say
o This is what you will be working on these next two to three weeks.

Ask
o Why do you think this time we draw all six views and not just the standard two to three?
o Answer: Because it is so in-depth and has so many varying parts, it requires all six views.
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
Ask
o How do you think you should start or lay this out on the 11 x 17 graph paper?
o Answer: Start by tracing the outline of your phone.
o Answer: Show them the slide presentation and example.

Say
o Now it is time for you to sketch/trace/draw the six views of your smart phone.
Days 3-5
 Ask
o What can you measure your smart phone by, using the dial calipers? English standard or Metric?
o Answer: You can use either English standard or Metric, just make sure you use the same
throughout.
 Show
o Show them the “My Smart Phone” examples given in the presentation again.
o Examples of what the hand drawn six views should look like (Slides 5-8)
o Examples of what the 3D modeled assembly looks like with dimensions (Slides 35-38)

Say
o We will spend the rest of our time these next two to three days drawing and dimensioning your
smart phone using the dial caliper.
o Walk around the room to check student’s progress
Days 6-11
 Say
o Today you will start to 3D model you smart phone.
o Remember to break it down into all of its parts, and then assemble them.
o Refer to the examples so you have an idea of what it should end up looking like.
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Outline
MI
OUTLINE
NOTES TO TEACHER
I.
Review multiview
A. Top, Front, Right Side
B. Bottom, Back, Left Side
II.
Review proper dimensioning techniques
Teacher reviews items
in I through VII as they
go through the lesson
and as they need the
review.
III.
Review how to use a dial caliper
IV.
Review how to model parts
V.
Review how to make assemblies of parts
VI.
Review how to make exploded views of assemblies
VII.
Review how to make layouts of assemblies, views,
etc., with proper dimensioning
VIII.
IX.
Days 1-2
A. Show “My Smart Phone” examples
B. Start or lay this out on the 11 x 17 graph paper
C. Start by tracing the outline of your phone.
D. Sketch/trace/draw the six views of your smart
phone to match rubric.
Days 3-5
A. Use calipers to measure your smart phone to
either English standard or Metric, just make
sure you use the same throughout.
B. Show them the “My Smart Phone” examples
again.
C. Draw and dimension your smart phone using
the dial caliper.
D. Teacher walks around the room to check
students’ progress
Show students the “My
Smart Phone” Precision
Measured Drawing and
3D Model presentation
slide presentation that
helps guide them
through the process of
creating their own.
Show the students the
completed example of a
hand-drawn six views of
a smart phone.
(Slides 5-6)
Distribute graph paper.
Distribute My Smart
Phone
Sketch/Trace/Draw
Rubric and My Smart
Phone 3D Model Rubric.
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MI
OUTLINE
X.
NOTES TO TEACHER
Days 6-11
A. Start to 3D model your smart phone.
B. Break it down into all of its parts, and then
assemble them.
C. Refer to the examples to have an idea of what
it should end up looking like.
D. Match criteria in the My Smart Phone 3D
Model Rubric.
Show students
examples of what the
smart phone looks
modeled 3D,
assembled, layout with
dimensions, etc.
Distribute the My Smart
Phone 3D Model Rubric.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 The teacher will show students what their hand sketch/trace/drawing should look like.
 Teacher will show them what the finished dimension of the hand drawing should look like, reminding
them to refer back to the paper dial caliper lesson.
 The teacher will show them what the finished 3D model, assembly, exploded views, etc., should
look like.
Independent Practice
 The students will create their own trace/sketch/drawing of the views of their smart phone.
 Students will precisely measure and dimension the drawing using dial calipers.
 The students will create 3D model of all the parts, assembly, exploded views, etc.
Summary
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Review
The students should now be able to use the dial caliper to make precision measurements from the Vernier
Paper Dial Caliper lesson. Review how to draw multiviews as needed. Review how to make 3D parts,
assemblies, exploded views, and layouts with dimensions as needed.
Evaluation
Informal Assessment
The teacher will observe students working on the sketch/trace/drawing of the six views, measurements using
the Paper Dial Caliper, and final 3D model.
Formal Assessment
Students will be graded using the My Smart Phone Sketch/Trace/Draw Rubric and the My Smart Phone 3D
Model Rubric.
Enrichment
Extension
The students will be allowed to start creating their own design for a protective case.
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HS
TITLE
_____/ 100 PTS
NAME:
SCALE 1SQ =
DATE:
EGD-II-P#____
Name________________________________________Date_______________________Class______________
My Smart Phone Sketch/Trace/Draw Rubric
Task Statement: Students will be able to sketch/trace/draw the six views of their smart phone correctly.
Task Assignment: Draw and create the six views of their smart phone correctly, per the specifications and
examples given.
Criteria Concepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
The six views drawn
correctly
More than
three views
are missing.
More than one
view is missing.
All six views are
drawn correctly;
but are not lined
up.
All six views are
lined up and
drawn correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
The six views
dimensioned correctly
One to two of
the views
have been
dimensioned
correctly.
Three to four of
the views have
been
dimensioned
correctly.
Four to five of
the views have
been
dimensioned
correctly.
All six views
have been
dimensioned
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
The six views parts
measured correctly
One to two of
the parts and
views have
been
measured
correctly.
Three to four of
the parts and
views have been
measured
correctly.
Four to five of
the parts and
views have been
measured
correctly.
All of the parts
and six views
have been
measured
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
Points
Earned
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Neatness of the drawing
Drawing is
very messily
drawn.
Drawing is a
little neat and
legible.
Drawing is mostly Drawing is very
neat and legible. neat and
legible.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
Neatness of lettering/
dimensioning
Dimensions
are very
messily
drawn.
Dimensions are
a little neat and
legible.
Dimensions are
mostly neat and
legible.
Dimensions are
very neat and
legible.
(5-9 points)
(10-14 points)
(15-20 points)
(1-4 points)
(Possible 20 points)
A = 90-100 points; B = 89-80 points; C = 79-74 points; D = 73-70 points
Total Points: ________
Comments:
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Name________________________________________Date_______________________Clas_______________
My Smart Phone 3D Model Rubric
Task Statement: Students will be able to create the 3D model of their own smart phone.
Task Assignment: Draw and create the 3D model of their own smart phone, per the specifications given.
Criteria Concepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
All of the parts are
drawn and 3D modeled
separately.
Only the basic
body has
been
modeled.
Two to three
parts of their
phone are
modeled
correctly.
Four to six parts
of their phone
are modeled
correctly.
All seven to
twelve parts of
their phone are
modeled
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
All of the parts have
been assembled to
create a 3D model of
their phone.
Only the basic
body has
been
modeled.
Two to three
parts of their
phone are
assembled
correctly.
Four to six parts
of their phone
are assembled
correctly.
All seven to
twelve of the
parts of their
phone are
assembled
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
The exploded views of
the phone have been
created.
Only the basic
body has
been
modeled.
Two to three of
the parts are
correctly
included in an
exploded view
of the phone.
Four to six of the
parts of their
phone are
correctly
included in an
exploded view of
the phone.
All seven to
twelve parts
are correctly
included in an
exploded view
of the phone.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
Points
Earned
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All parts have been
placed into the layout
Only the basic
body has
been placed
into the
layout.
Two to three of
the parts of
their phone
have been
placed into the
layout correctly.
Four to six of the
parts of their
phone have been
placed into the
layout correctly.
All seven to
twelve of the
parts of their
phone have
been placed
into the layout
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
All parts have been
dimensioned parts
correctly
Only the basic
body has
been
dimensioned.
Two to three of
the parts of
their phone
have been
dimensioned
correctly.
Four to six of the
parts of their
phone have been
dimensioned
correctly.
All seven to
twelve of the
parts of their
phone have
been
dimensioned
correctly.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
A = 90-100 points; B = 89-80 points; C = 79-74 points; D = 73-70 points
Total Points: ________
Comments:
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