A Case for “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 be able to use the drawings and parts from the “My Smart Phone”
lesson; to design a case, and then create a 3D model of their own case design for their phone; and to match
the criteria in the A Case for My Smart Phone 3D Model Rubric.
Specific Objectives
 Sketch the design for their case
 Precisely measure the case
 Create a 3D model of their phone case design
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.)

Parts- what makes up the object/project.
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
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;
(B) complete projects according to established criteria; and
(C) participate in the organization and operation of a real or simulated
engineering project.
o (4) The student demonstrates principles of project documentation and work flow. The student
is expected to:
(A) complete work orders and related documentation;
(E) identify intellectual property and other legal restrictions; and
(F) read and interpret technical drawings, manuals, and bulletins.
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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;
(B) customize software user interface by creating blocks, attributes, and
symbol libraries;
(C) prepare advanced sectional views and isometrics;
(D) draw detailed parts, assembly diagrams, and sub-assembly diagrams;
(E) indicate tolerances and standard fittings using appropriate library functions;
(J) prepare advanced development drawings; and
(K) identify the functions of computer hardware devices.
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 (7) The student uses engineering design methodologies. The student is expected to:
(A) understand and discuss principles of system ideation;
(B) think critically, identify the system constraints, and make fact-based decisions;
(C) use rational thinking to develop or improve a system;
(D) apply decision-making strategies when developing solutions;
(E) identify quality-control issues in engineering design and production;
(F) describe perceptions of the quality of products and how they affect engineering
decisions;
(G) use an engineering notebook to record prototypes, corrections, and/or mistakes in
the design process; and
(H) use an engineering notebook to record the final design, construction, and
manipulation of finished projects.
o (8) The student applies concepts of engineering to specific problems. The student is
expected to:
(A) use a variety of technologies to design systems;
(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.
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o (9) The student designs systems using appropriate design processes and techniques. The
student is expected to:
(A) interpret engineering drawings;
(C) improve a system design to meet a specified need, including properties of materials
selected;
(D) produce engineering drawings to industry standards; and
(E) describe potential patents and the patenting process.
o (10) The student builds a prototype using the appropriate tools, materials, and techniques. The
student is expected to:
(A) identify and describe the steps needed to produce a prototype; and
(B) identify and use appropriate tools, equipment, machines, and materials to produce
the prototype.
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;
(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:
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o
o
o
o
o
(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:
(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.
(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
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(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: Commercial and Industrial Designers
O*Net Number: 27-1021.00
Reported Job Titles: Designer, Industrial Designer, Product Engineer, Design Engineer, Product Designer,
Mechanical Designer, Product Development Engineer, Engineer, Product Design Engineer, Project Engineer
Tasks
 Prepare sketches of ideas, detailed drawings, illustrations, artwork, or blueprints, using drafting
instruments, paints and brushes, or computer-aided design equipment.
 Confer with engineering, marketing, production, or sales departments, or with customers, to establish
and evaluate design concepts for manufactured products.
 Modify and refine designs, using working models, to conform with customer specifications, production
limitations, or changes in design trends.
 Direct and coordinate the fabrication of models or samples and the drafting of working drawings and
specification sheets from sketches.
 Evaluate feasibility of design ideas, based on factors such as appearance, safety, function,
serviceability, budget, production costs/methods, and market characteristics.
 Present designs and reports to customers or design committees for approval, and discuss need for
modification.
 Investigate product characteristics such as the product's safety and handling qualities, its market
appeal, how efficiently it can be produced, and ways of distributing, using and maintaining it.
 Develop manufacturing procedures and monitor the manufacture of their designs in a factory to
improve operations and product quality.
 Research production specifications, costs, production materials and manufacturing methods, and
provide cost estimates and itemized production requirements.
 Participate in new product planning or market research, including studying the potential need for new
products.
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
 Students should have completed the Paper Vernier Dial Caliper lesson .
 Students should have completed the “My Smart Phone” lesson before proceeding with this lesson.
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



It should take approximately three days for students to research, brainstorm, and come up with an
idea for a design for a case for their phone.
It should take approximately 10-12 days for students to precisely measure all the parts of the six views
of their smart phone; 3D model all the parts of their case for the smart phone; and assemble it, send it
to layout, and dimension it.
If your budget doesn’t allow for real dial calipers, you can substitute a divider or compass and
measurement scales.
If you have students who will struggle with this, allow them to team up with another student.
References
 Protective Case, Decorative Case, or “Skin” for Your Smart Phone slide presentation
 http://dictionary.reference.com/browse/caliper
 http://dictionary.reference.com/browse/vernier%20caliper
Instructional Aids
 Computer and data projector to show
 Paper and/or electronic copy of the Protective Case, Decorative Case, or “Skin” for Your Smart Phone
slide presentation
 Examples of what the hand-drawn six views should look like
 Examples of what the 3D modeled assembly looks like with dimensions
 A Case for My Smart Phone 3D Model Rubric
Introduction
The purpose of this lesson is for students to be able to use the drawings and parts from “My Smart Phone”
lesson—to design, case, and create a 3D model of their own case design for their phone.
Days 1-3
 Show
o The design a case for “My Smart Phone” examples and Protective Case, Decorative Case, or “Skin”
for Your Smart Phone slide presentation

Say
o This is what you will be working on for the next two weeks.

Ask
o Why do you think it is so important that what you design matches the actual measurements of
your phone?
o Answer: because it has to stick tightly for it to work.

Ask
o How do you think you should start the design process for your case?
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
Say
o Start by researching what is available. You need to print this out, draw, etc. it into an engineering
notebook that you will start and use for this project.

Say
o Now it’s time for you to research your design.
o You may work in teams of two on this if you wish to.
o Once you have researched, begin to brainstorm and sketch ideas for your case. Refer to the
presentation for some examples.
Days 4-11
 Say
o Today you will start to 3D model your case for your smart phone.
o Remember to break it down into all of its parts, and then assemble them as needed.
o Refer to the examples so you have an idea of what it should end up looking like.
Outline
MI
OUTLINE
NOTES TO TEACHER
I.
Review research, engineering notebook
requirements, and how to document what they
have done
Show the students the
completed examples of
cases for a smart phone.
II.
Review sketching techniques
Review with students,
based upon their needs.
III.
Review proper dimensioning techniques
IV.
Review how to use a dial caliper
V.
Review how to model parts
VI.
Review how to make assemblies of parts
VII.
Review how to make exploded views of assemblies
VIII.
Review how to make layouts of assemblies, views,
etc., with proper dimensioning
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Outline
MI
OUTLINE
NOTES TO TEACHER
IX.
Days 1-3 (3 days)
A. Research designs available, print out, and draw
it into an engineering notebook that you will
start and use for this project.
B. Brainstorm and sketch ideas for your case.
C. Refer to the presentation for some examples.
D. Brainstorm design ideas.
E. Select a design idea for a case for their phone.
X.
Days 4-11 (8 days)
A. Precisely measure all the parts of the six views
of their smart phone.
B. 3D model all the parts of their case for the
smart phone, assemble it, send it to layout,
and dimension it.
C. Match criteria in the A Case for My Smart
Phone 3D Model Rubric
Show students the
Protective Case,
Decorative Case, or
“Skin” for Your Smart
Phone slide
presentation that helps
guide them through the
process of creating their
own.
Distribute graph paper.
Show them examples of
how the smart phone
cases look modeled 3D,
assembled, with layout
and dimensions, etc.
Students may do
research work in teams
of two per team if you
wish to.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
 Teacher will show students what their engineering notebook should look like. It should have proof of
all of their research and sketches.
 Teacher will show them what the finished cases for two different phones look like and will remind
them to refer back to the My Smart Phone lesson.
 Teacher will show them what the finished 3D model, assembly, and exploded views should look like.
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Independent Practice
 Students will create their own design for a case for their smart phone.
 Students will precisely measure and dimension the case.
 Students will create 3D model of all the parts, assembly, and exploded views.
Summary
Review
The students should now be able to come up with a design for a case for their smart phone. 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 design for the case, documenting the process in their
engineering notebook, and making the final 3D model.
Formal Assessment
Students will be graded using the A Case for My Smart Phone 3D Model Rubric.
Enrichment
Extension
The students will be allowed to start the design challenge of creating a case for their new principal.
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4
3
2
1
D
D
65.14
5.00
R3.00
21.02
11.55
10.00
42.50
37.50
R3.00
8.00
2.00
11.67
55.14
60.14
C
C
10.47
1.50
10.00
11.66
10.49
25.00
2.00
11.55
8.00
R3.00
5.00
2.00
R1.25
2.00
.81
1.90
55.14
65.14
73.20
B
1.25
8.00
23.09
1.00
R5.00
.25
10.47
B
110.70
89.54
5.20
3.50
R.75
60.14
40.00
6.09
5.98
105.70
50.80
2.79
2.00 8.00
18.17
4.67
R.95
R.95
1.00
1.90
2.19
13.17
1.81
25.00
1.44
8.16
2.00
1.90
2.50
1.50
1.90
R4.50
67.50
21.02
R.50
42.50
55.14
1.44
5.00
1.00
2.50
1.63
65.14
13.17
5.00
62.14
60.14
DRAWN
5.00
001-TC1-SCAN
55.14
60.14
1.00
25.00
8.16
2.50
8.17
1.63
QA
1.63
A
4/23/2014
CHECKED
TITLE
APPROVED
SIZE
C
73.20
SCALE
4
3
A
MFG
2
REV
DWG NO
Phone case titleblock
SHEET
1
1 OF 1
Name________________________________________Date_______________________Clas_______________
A Case for My Smart Phone 3D Model Rubric
Task Statement: Students will be able to create the 3D model of their own case design for their smart phone.
Task Assignment: Draw and create the 3D model of their own design for a case for their 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
One part is
drawn to
barely
resemble a
shell of the
3D model.
A few parts are
drawn but no
tolerances are
evident in the
3D model.
All parts are
drawn but
tolerances are
too large or small
in the 3D model.
All of the parts
of their case are
drawn and
tolerance is
correct in the
3D model.
(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’s case design
One part has
been
assembled to
make a shell
of the 3D
model.
All of the parts
are drawn but
not together
to create a 3D
model.
All of the parts
are together but
not assembled
correctly to
create a 3D
model.
All of the parts
have been
assembled to
create a 3D
model of the
phone’s case
design.
(Possible 20 points)
(1-4 points)
(5-9 points)
(10-14 points)
(15-20 points)
Exploded views of the
There is
phone’s case design have evidence of a
been created
shell of an
exploded
view created.
One of the parts
is placed in the
exploded view.
All parts are
evident but not
placed in an
exploded view.
All of the parts
of their phone
case are placed
in the exploded
view correctly.
(Possible 20 points)
(5-9 points)
(10-14 points)
(15-20 points)
(1-4 points)
Points
Earned
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15
All of the parts have
been placed into the
layout
Only the shell
has been
placed into
the layout.
Only one of the
case parts has
been placed into
the layout.
Some of the parts
of their phone
case have been
placed into the
layout correctly.
All of the parts
of their phone
case have been
placed into the
layout correctly.
(5-9 points)
(10-14 points)
(15-20 points)
Only one of the
parts for the
case has been
dimensioned
correctly.
Some of the parts
of their phone
case have been
dimensioned
correctly.
All of the parts
of their phone
case have been
dimensioned
correctly.
(1-4 points)
(Possible 20 points)
All of the parts have
been dimensioned
correctly
Only the basic
shell has
been
dimensioned.
(10-14 points)
(Possible 20 points)
(1-4 points)
(5-9 points)
A = 90-100 points; B = 89-80 points; C = 79-74 points; D = 73-70 points
(15-20 points)
Total Points: ________
Comments:
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