Stop Clamp Parametric Modeling Skill Builder
Advanced Engineering Design and Presentation
Lesson Plan
Performance Objective
At the end of the lesson, students will able to create the six parts of the Stop Clamp, assemble them, create an
exploded assembly, place them into an 11 in. X 17 in. layout, and annotate to match the criteria in the Stop
Clamp Parametric Modeling Skill Builder Rubric.
Specific Objectives
 Create the six parts required to specifications given
 Assemble the six parts correctly
 Create exploded view of the six-parts assembly
 Place the exploded view into the 11 in X 17 in layout; use balloons and parts list to explain the
exploded views
 Place the assembled view into the 11 in X 17 in layout
 Place each of the parts into the 11 in X 17 in layout and annotate them correctly
Terms
 Parts- what makes up the object/project.

Planes- X, Y, and Z that you can select to create a sketch on.
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
Assembly- when all the parts are put together to create the object/problem.

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.
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
Parts List- a table that explains what all of the parts are and/or materials used.

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.
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
Sketch- the surface or plane area that you can draw your part on.

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 15 minutes to teach the lesson and 45 minutes for each of six lab sessions.
TEKS Correlations
Preparation
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 (2) The student participates in team projects in various roles. The student is expected to:
(B) use teamwork to solve problems; and
(C) serve as a team leader and a team member and demonstrate appropriate attitudes
while participating in team projects.
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.
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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:
(A) master relevant safety tests;
(B) follow safety guidelines as described in various manuals, instructions, and
regulations; and
(F) handle and store tools and materials correctly.
Interdisciplinary Correlations
Geometry
 111.41 (c)
o (1) Mathematical process standards. The student uses mathematical processes to acquire
and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense
as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical
ideas;
(F) analyze mathematical relationships to connect and communicate mathematical
ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
o (5) Logical argument and constructions. The student uses constructions to validate
conjectures about geometric figures. The student is expected to:
(A) investigate patterns to make conjectures about geometric relationships, including
angles formed by parallel lines cut by a transversal, criteria required for triangle
congruence, special segments of triangles, diagonals of quadrilaterals, interior and
exterior angles of polygons, and special segments and angles of circles choosing from a
variety of tools;
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(B) construct congruent segments, congruent angles, a segment bisector, an angle
bisector, perpendicular lines, the perpendicular bisector of a line segment, and a line
parallel to a given line through a point not on a line using a compass and a straightedge;
(C) use the constructions of congruent segments, congruent angles, angle bisectors, and
perpendicular bisectors to make conjectures about geometric relationships; and
(D) verify the Triangle Inequality theorem using constructions and apply the theorem to
solve problems.
o (9) Similarity, proof, and trigonometry. The student uses the process skills to understand
and apply relationships in right triangles. The student is expected to:
(A) determine the lengths of sides and measures of angles in a right triangle by applying
the trigonometric ratios sine, cosine, and tangent to solve problems; and
(B) apply the relationships in special right triangles 30°-60°-90° and 45°-45°-90° and the
Pythagorean theorem, including Pythagorean triples, to solve problems.
o (10) Two-dimensional and three-dimensional figures. The student uses the process skills to
recognize characteristics and dimensional changes of two- and three-dimensional figures.
The student is expected to:
(A) identify the shapes of two-dimensional cross-sections of prisms, pyramids, cylinders,
cones, and spheres and identify three-dimensional objects generated by rotations of
two-dimensional shapes.
o (12) Circles. The student uses the process skills to understand geometric relationships and
apply theorems and equations about circles. The student is expected to:
(B) apply the proportional relationship between the measure of an arc length of a circle and
the circumference of the circle to solve problems.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Mechanical Engineers
O*Net Number: 17-2141.00
Reported Job Titles: Mechanical Engineer, Design Engineer, Product Engineer, Mechanical Design Engineer,
Process Engineer, Equipment Engineer, Design Maintenance Engineer, Systems Engineer, Chassis Systems
Engineer, Commissioning Engineer
Tasks
 Read and interpret blueprints, technical drawings, schematics, or computer-generated reports.
 Assist drafters in developing the structural design of products using drafting tools or computer-assisted
design (CAD) or drafting equipment and software.
 Research, design, evaluate, install, operate, and maintain mechanical products, equipment, systems
and processes to meet requirements, applying knowledge of engineering principles.
 Confer with engineers or other personnel to implement operating procedures, resolve system
malfunctions, or provide technical information.
 Recommend design modifications to eliminate machine or system malfunctions.
 Conduct research that tests or analyzes the feasibility, design, operation, or performance of
equipment, components, or systems.
 Investigate equipment failures and difficulties to diagnose faulty operation, and to make
recommendations to maintenance crew.
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


Develop and test models of alternate designs and processing methods to assess feasibility, operating
condition effects, possible new applications and necessity of modification.
Develop, coordinate, or monitor all aspects of production, including selection of manufacturing
methods, fabrication, or operation of product designs.
Specify system components or direct modification of products to ensure conformance with
engineering design and performance specifications.
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
 Due to the levels of difficulty of the Parametric Modeling Skill Builder lessons, it is recommended they
are presented in the following order:
1. Wood Clamp
2. Stop Clamp
3. C-Clamp
4. Pipe
5. Crazy for Reading Straw
 Provide paper or electronic copy of the rubric and finished example drawings for students
 Review how to create sketches on planes (X, Y, and Z)
 Review how to make extrusions
 Review how to change material types and colors
 Review how to create assemblies
 Review how to create exploded views
 Review how to place views into multiple sheets
 Review how to annotate
 Students may work together in a team of two to create the parts
References
 Layout Page 1, Layout Page 2, and Layout Page 3 provided with lesson
 Stop Clamp Parametric Modeling Skill Builder slide presentation
Instructional Aids
 Computer with parametric modeling software issued by your district
 Stop Clamp Parametric Modeling Skill Builder slide presentation to help guide students through the
steps
 Paper or electronic copy of the Stop Clamp Parametric Modeling Skill Builder Rubric
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
Layout Page 1, Layout Page 2, and Layout Page 3
Introduction
The purpose of this lesson is to help students build their 3D/parametric modeling skills. When skill builder
problems are completed, students will begin their own designs and prototypes. However, to get to this stage,
they must know how to do the building steps.
Day 1





Show
o
Say
o
Ask
o
o
Ask
o
o
The completed layout of the Stop Clamp
This is what you will be working on over the next week.
How many parts does this problem have?
Answer: six
How would you start to create this problem?
Answer: create a folder for the project; create the six parts and save to this folder; create
assembly; create exploded view; place all views and annotate to match the example/rubric
Ask
o What are these measurements given in, English standard or Metric?
o Answer: English standard or inches
Day 1-2

Say
o You will have one to two days to model the cap and wedge.
Day 3-4

Say
o You will have one to two days to model the adjust screw, screw, set screw, and washer.
Days 5-6
 Show
o How to place all the views into the layout and annotate them
 Say
o You will have one to two days to do this.
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Outline
MI
OUTLINE
I.
Introduction to a Stop Clamp and its parts
A. Cap
B. Wedge
C. Adjust screw
D. Screw
E. Set Screw
F. Washer
II.
Review how to make parts
A. Planes
B. Sketch
C. Extrusions
D. Threads
III.
Review how to make assembly
A. Place parts
B. Move/rotate parts
C. Constrain parts
IV.
Review how to make exploded views
A. Place the assembly
B. Tweak or move out the parts
V.
Review how to place the exploded view into the
layout
A. Place the exploded view
B. Parts list
C. Balloons
VI.
Review how to place views and annotate them in
the layout
A. Place the parts
B. Annotate them
VII. Students create their own Stop Clamp
VIII. Assessment
NOTES TO TEACHER
Show the students the
completed example of
what their Stop Clamp
should end up looking
like. Show the Stop
Clamp Parametric
Modeling Skill
Builder slide
presentation that helps
guide them through the
process of creating the
Stop Clamp.
After slide presentation,
have students start to
create their own Stop
Clamp. Grade using the
Stop Clamp Parametric
Modeling Skill Builder
Rubric.
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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 how to make one part of the six parts, assemble, exploded view, and create
the layout per the example and rubric.
Independent Practice
The students will create the six parts, assemble, exploded view, and create the layout per the example and
rubric.
Summary
Review
The students should now be able to use the design software to begin to come up with their own designs
and/or prototypes.
Evaluation
Informal Assessment
The teacher will observe students working on the Stop Clamp.
Formal Assessment
Students will be graded using the Stop Clamp Parametric Modeling Skill Builder Rubric.
Enrichment
Extension
The students will be allowed to come up with their own Stop Clamp design, should they finish early, or start
the next skill builder problem.
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Layout Page 1
4
3
2
1
ITEM
1
2
3
4
5
6
PARTS LIST
PART NUMBER
1-Cap
5-Washer
4-Screw
3-Adjust Screw
6-Set Screw
2-Wedge
QTY
1
1
1
1
1
1
MATERIAL
Steel, Cast
Stainless Steel
Steel, Alloy
Steel, Galvanized
Generic
Steel, Wrought
3
B
B
2
4
5
1
A
A
6
TITLE:
OWNER:
UNIV. NORTH TEXAS
4
3
2
SIZE
B
DWG NO
STOP CLAMP
DATE:
DRAWN BY:
MRS. BAXTER
SHEET
1/6/2014
1 OF 3
1
4
3
Layout Page 2
2
1
CAP
SCALE= 1:1
WEDGE
SCALE= 1:1
B
.88
.38
.44
1.07
16 UNC-3B
B
1.50
.31
.44
NOTE: ALL FILLETS ARE
1/16" OR 1/32"
4.06
2.03
.34
.38
.07
1.40
.75
R.50 (2)
.69
.63
R.44
1.50
.13
.38
16 UNC-3B
1.44
16 UNC-3B
1.84
1.16
100°
A
80°
.41
.33
.42
2.57
.37
.30
TITLE:
OWNER:
UNIV. NORTH TEXAS
4
3
2
SIZE
B
DWG NO
A
130°
STOP CLAMP
DATE:
DRAWN BY:
MRS. BAXTER
SHEET
1/6/2014
2 OF 3
1
4
3
Layout Page 3
ADJUST
SCREW
1
SCREW
SAE 1040 HEAT TREAT
THREADS 16 UNC-3A
SAE 1040 HEAT TREAT
THREADS 16UNC-3A
SCALE= 2:1
SCALE= 2:1
B
2
SET SCREW
B
SAE 1040 HEAT TREAT
THREADS 16 UNC-3A
.63
SCALE= 2:1
R.13 (2)
135°
.25
.63
.25
.63
1.00
1.00
.63
.25
.25
.56
.38
.75
.25
1.00
.50
A
A
.38
WASHER
SAE 1040 HEAT TREAT
.13
TITLE:
OWNER:
SCALE= 2:1
UNIV. NORTH TEXAS
R.06 (2)
4
.44
3
2
SIZE
B
DWG NO
STOP CLAMP
DATE:
DRAWN BY:
MRS. BAXTER
SHEET
1/6/2014
3 OF 3
1
Name ______________________________________________Date___________________Class___________
Stop Clamp Parametric Modeling Skill Builder Rubric
#
Criteria
Requirements
Points Points
Possible Earned
1
Parts
For every part you create (five points per part)
30
2
Threads
Apply the correct type of threads to the screw
10
3
Assembly
For every part assembled (five points per part)
30
4
Annotation
For each part of the finished assembly sent to the
layout and annotated/dimensioned
 Tabloid 11 in X 17 in
 Three pages
 Five points per part
Should look like the example given.
30
TOTAL 100
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