C-Clamp Parametric Modeling Skill Builder
Advanced Engineering Design and Presentation
Lesson Plan
Performance Objective
At the end of the lesson, students will be able to create the five parts of the C-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 CClamp Parametric Modeling Skill Builder Rubric.
Specific Objectives
 Create the five parts required to specifications given
 Assemble the five parts correctly
 Create exploded view of the five-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 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- 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 45 minutes to teach the lesson and 45 minutes for each of the 10 lab sessions.
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 (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.
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:
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(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 Engineering Technologists
O*Net Number: 17-3029.07
Reported Job Titles: CAD Designer (Computer Aided Design Designer), Engineer Technical Staff, Engineering
Tech, Engineering Technologist, Mechanical Designer, Mechanical Designer/Wind-Chill Administrator, Senior
Designer, Senior Process Analyst, Technical Staff Engineer, Tooling Engineering Tech
Tasks
 Interpret engineering sketches, specifications, or drawings.
 Assist engineers to design, develop, test, or manufacture industrial machinery, consumer products, or
other equipment.
 Design specialized or customized equipment, machines, or structures.
 Prepare specifications, designs, or sketches for machines, components, or systems related to the
generation, transmission, or use of mechanical or fluid energy.
 Provide technical support to other employees regarding mechanical design, fabrication, testing, or
documentation.
 Inspect and test mechanical equipment.
 Conduct failure analyses, document results, and recommend corrective actions.
 Assemble or disassemble complex mechanical systems.
 Test machines, components, materials, or products to determine characteristics such as performance,
strength, or response to stress.
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
Prepare cost and materials estimates or project schedules.
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 available 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
 C-Clamp Parametric Modeling Skill Builder slide presentation
Instructional Aids
 Computer with parametric modeling software issued by school district
 C-Clamp Parametric Modeling Skill Builder slide presentation to guide students through the steps
 Paper or electronic copy of the C-Clamp Parametric Modeling Skill Builder Rubric
 Layout Page 1, Layout Page 2, and Layout Page 3
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Introduction
The purpose of this lesson is to help students build their 3D/parametric modeling skills. When the 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.
Days 1-3
 Show
o
 Say
o
 Ask
o
o
 Ask
o
o

Ask

o
o
Show
o
o
The completed layout of the C-Clamp
This is what you will be working on over the next week to two weeks.
How many parts does this problem have?
Answer: five
How would you start to create this problem?
Answer: create a folder for the project; create the five parts and save to this folder; create
assembly; create exploded view; place all views and annotate to match the example/rubric.
What are these measurements given in? English standard or Metric?
Answer: Metric
How to start drawing by modeling the Shaft Screw
Allow students two to three days to model all of the parts
Day 4

Show
o How to change the parts materials and/or colors
o Allow students one day to change the materials and/or colors
Days 5-6
 Show
o How to start assembling the parts
o Allow students one to two days to assemble all of the parts
Days 6-7
 Show
o How to explode the assembly
o Allow students one to two days to explode the assembly
Days 7-8
 Show
o How to place the exploded views into the layout; how to create the parts list, and how to
use the balloons
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o Allow students one to two days to do this
Days 9-10
 Show
o How to place all the views into the layout and annotate them
o Allow students two to three days to do this
Outline
MI
OUTLINE
I.
Introduction to a C-Clamp and its parts
A. C-Clamp base
B. Protection pad
C. Shaft screw
D. Screw swivel
E. Tension bar
II.
Review how to make parts
A. Planes
B. Sketch
C. Extrusions
D. Materials and color
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
NOTES TO TEACHER
Show the students the
completed example of
what their C-Clamp
should end up looking
like. Show the C-Clamp
Parametric Modeling
Skill Builder slide
presentation that helps
guide them through the
process of creating the
C-Clamp.
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MI
OUTLINE
VI.
NOTES TO TEACHER
Review how to place views and annotate them in
the layout
A. Place the parts
B. Annotate them
After slide presentation,
have students start to
create their own CClamp. Grade using the
C-Clamp Parametric
Modeling Skill Builder
Rubric.
VII. Students create their own C-Clamp
VIII. Assessment
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 five parts, assemble, exploded view, and create
the layout per the example and rubric.
Independent Practice
The students will create the five parts, assemble, exploded view, and create the layout per the example and
rubric.
Summary
Review
The students will be able to use these skills in the next more complicated skill builder problems, without the
teacher needing to show them how to do each step.
Evaluation
Informal Assessment
The teacher will observe students working on the C-Clamp.
Formal Assessment
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Students will be graded using the C-Clamp Parametric Modeling Skill Builder Rubric.
Enrichment
Extension
The students will be allowed to come up with their own C-Clamp design if they finish early, or start the next
skill builder problem.
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4
Layout Page 1
3
2
1
PARTS LIST
PART NUMBER
QTY
1
C-Clamp Base
1
Protection Pad
1
Shaft Screw
1
Screw Swivel
1
Tension Bar
ITEM
1
2
3
4
5
5
MATERIAL
Steel, Alloy
Rubber, Silicone
Steel, Alloy
Steel
Steel
B
B
3
NOTE:
1-YOU WILL CHANGE THE COLORS TO
MATCH YOUR SCHOOL'S COLORS
2-CHANGE STEM TO YOUR NAME OR INTIALS
3-CHANGE 2014 TO YOUR GRADUATION YEAR
4
1
A
A
2
TITLE:
OWNER:
UNIV. NORTH TEXAS
4
3
2
SIZE
C-CLAMP
DRAWN BY:
DATE:
B
1/3/2014
MRS. BAXTER
DWG NO
SHEET
1 OF 3
C-Clamp Assembled-Exploded
Views
1
3
2
1
REMEMBER YOU WILL:
1-CHANGE COLORS TO MATCH YOUR SCHOOL'S
COLORS
2-CHANGE STEM TO YOUR NAME OR INTIALS
3-CHANGE 2014 TO YOUR GRADUATION YEAR
9.50
19.00
4
Layout Page 2
10.00
B
NOTE: THE LETTERS/NUMBERS
ARE A 2MM EXTRUSION
42.00
3.00
B
3.00
20.00
R14.00 (2)
102.00
R4.00 (2)
2.00
ALL AROUND
C-CLAMP BASE
SCALE 1:1
4.00
20.00
NOTE:
2MM FILLET
1.00
28.00
PROTECTION
PAD
SCALE 2:1
NOTE:
1MM CHAMFER
R4.00
19.00
A
A
TITLE:
OWNER:
UNIV. NORTH TEXAS
4
3
2
SIZE
C-CLAMP
DRAWN BY:
DATE:
B
1/3/2014
MRS. BAXTER
DWG NO
SHEET
2 OF 3
C-Clamp Assembled-Exploded
Views
1
4
3
Layout Page 3
2
1
SHAFT SCREW
SCALE = 2:1
B
B
6.00
10.00
16.00
79.00
7.00
13.00
8.00
TENSION BAR
SCALE = 2:1
NOTE:
5MM CHAMFER
5.00
A
5.00
6.00
SCREW SWIVEL
SCALE = 2:1
A
R2.00 FILLET
BOTH ENDS
TITLE:
OWNER:
19.00
UNIV. NORTH TEXAS
4
3
6.00
52.00
2
SIZE
C-CLAMP
DRAWN BY:
DATE:
B
1/3/2014
MRS. BAXTER
DWG NO
SHEET
3 OF 3
C-Clamp Assembled-Exploded
Views
1
Name ______________________________________________Date___________________Class___________
C-Clamp Parametric Modeling Skill Builder Rubric
#
Criteria
Requirements
Points Points
Possible Earned
1
Parts
For every part you create (four points per part)
20
2
STEM
Change STEM to your name or initials
5
3
Date
Change 2014 to your graduation year
5
3
Color
Change colors used to match your school’s colors 5
4
Assembly
For every part assembled (three points per part)
15
5
Annotation
For each part of the finished assembly sent to
the layout and annotated/dimensioned
 Tabloid 11 in. X 17 in.
 Three pages
 10 points per part
It should look like the example given.
50
TOTAL 100
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