Pipe 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 Pipe Drawing Problem as per the Pipe Drawing
Example given (to match the criteria in the Pipe Parametric Modeling Builder Rubric). Students will be
prepared to begin the Crazy for Reading Straw lesson.
Specific Objective
 Create the pipe drawing problem to specifications given
Terms
 Bend- the tangency line at which the existing part transitions into the bend feature's deformation area;
the line about which the feature hinges or folds.

Planes- X, Y, and Z that you can select to create a sketch on.
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
Sketch- the surface or plane area that you can draw your part on.

3D Sweep - Construction of 2D and 3D sweep solids is similar; both require a profile sketch to depict
the cross section of the sweep solid and a path sketch to specify the path of the sweep operation. The
difference between them lies in the shape of the sweep path. In a 2D sweep solid feature, the path
sketch is planar. In a 3D sweep solid feature, the path is three dimensional.

3D Sketch- provides a way to create a path for 3D sweep features. 3D sweep features define routed
parts such as wiring, cabling, and tubing in the context of an assembly or within a single part. Multiple
routed paths can represent sets of tubing or a wire harness.
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
Fillet- a rounded edge.
Time
It should take approximately 15 minutes to teach the lesson and 45 minutes for each of the two 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 (1) The student gains knowledge of and demonstrates the skills necessary for success in the
workplace. The student is expected to:
(C) investigate and work toward industry certifications;
(E) identify and use appropriate work habits; and
(H) demonstrate respect for diversity in the workplace.
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.
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o (4) The student demonstrates principles of project documentation and work flow. The student
is expected to:
(A) complete work orders and related documentation;
(B) identify factors affecting cost and strategies to minimize costs;
(E) identify intellectual property and other legal restrictions; 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;
(B) customize software user interface by creating blocks, attributes, and symbol
libraries; and
(C) prepare advanced sectional views and isometrics.
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;
(E) perform maintenance on selected tools, equipment, and machines; and
(F) handle and store tools and materials correctly.
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; 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;
(B) identify areas where quality, reliability, and safety can be designed into a system;
(C) improve a system design to meet a specified need, including properties of materials
selected; and
(D) produce engineering drawings to industry standards.
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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;
(B) identify and use appropriate tools, equipment, machines, and materials to produce the
prototype; and
(C) present the prototype using a variety of media.
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;
(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.
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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: 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.
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
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
 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 3D sketch
 Review how to make bends
 Review how to create sweep pathways
 Review how to create 3D sweep
 Review how to change material types and colors
References
 Pipe Drawing Example provided (also Slide 2)
 Pipe Parametric Modeling Skill Builder and Crazy Straw Prototype slide presentation
Instructional Aids
 Computer with parametric modeling software issued by your district
 Pipe Parametric Modeling Pipe Skill Builder Rubric
 Pipe Parametric Modeling Skill Builder and Crazy Straw Prototype slide presentation to help guide
students through the steps
Introduction
The purpose of this lesson is to review the steps for creating a 3D sketch, bends, pathway, and sweeps—
and have students begin to apply their 3D/parametric modeling skills. After students complete the Pipe
Parametric Modeling Skill Builder, they will move on to the next lesson and design a Crazy for Reading Straw
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for local elementary schools to use as a reward for their students who have collectively read 5,000 to 10,000
books.


Show
o The Pipe Drawing Example handout (also Slide 2)
Say
o This is what you will be creating today.

Say
o After you complete the Pipe Parametric Modeling Skill Builder, you will begin a new
design/prototype for a Crazy for Reading Straw.
o This will be a reward for local elementary school students for collectively reading 5,00010,000 books.

Ask
o Do you remember your elementary school’s reward for reading books?
o Allow discussion about what they were.

Ask
o How would you rate those rewards?
o Allow discussion about what they were.

Say
o You will have one or two days to model the pipe in this lesson.
o You will have 12 days in the lab to complete the Crazy for Reading Straw project in the next
lesson.
Outline
MI
OUTLINE
I.
Introduction to the Pipe Parametric Modeling Skill
Builder
A. 3D sketch
B. Pathway
C. Bend
D. Sweep
II.
Review how to make parts
A. Planes
B. 3D sketch
C. Pathway
D. Bend
E. Sweep
NOTES TO TEACHER
Distribute the Pipe
Drawing Example
handout. Show the Pipe
Parametric Modeling
Skill Builder and Crazy
Straw Prototype slide
presentation that helps
guide them through the
process of creating the
Pipe Drawing Problem.
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MI
OUTLINE
NOTES TO TEACHER
III.
Students model their own Pipe Drawing Problem
IV.
Assessment - Modeling Pipe Skill Builder Rubric
Show students how to
make the Pipe Skill
Builder.
Grade the pipe using
the Parametric
Modeling Pipe Skill
Builder 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 how to make the Pipe Drawing Problem.
Independent Practice
The students will create the Pipe Drawing Problem to match the Pipe Drawing Example and the Pipe
Parametric Modeling Skill Builder Rubric.
Summary
Review
The students should now be prepared to use the design software to begin their own designs and/or
prototypes for the Crazy for Reading Straw project (next lesson).
Evaluation
Informal Assessment
The teacher will observe students working on their Pipe Drawing Problem.
Formal Assessment
Students will be graded using the Parametric Modeling Pipe Skill Builder Rubric.
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Enrichment
Extension
The students will begin to work on their Crazy for Reading Straw design/prototype as soon as they finish the
Pipe Drawing Problem.
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The Pipe Drawing Example
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Name________________________________________Date_______________________Clas_______________
Pipe Parametric Modeling Skill Builder Rubric
Task Statement: Students will be able to create the Pipe Parametric Modeling Skill Builder.
Task Assignment: Draw and create the sweep path of the pipe, per the specifications given.
Novice
1
1 line/path
drawn
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
2 lines/path
4 lines/path
drawn
drawn
Exemplary
4
6 lines/path
drawn
(Possible 15 points)
Plane added and used to
create the drawing path
(1-4 points)
Teacher had
to create the
plane
(4-8 points)
Another student
had to create
the plane
(8-10 points)
Teacher had to
help find the
plane
(10-15 points)
Student created
the plane all on
own
(Possible 15 points)
Bends created as
specified
(1-4 points)
Teacher had
to create the
bends
(4-8 points)
Another student
had to create
the bends
(8-10 points)
Teacher had to
help find the
bend tool
(10-15 points)
Student created
the bends all on
own
(Possible 15 points)
Circles for the pipe are
drawn correctly
(1-4 points)
Teacher had
to draw the
circles
(4-8 points)
Another student
had to draw the
circles
(8-10 points)
Teacher had to
help find the
circles tool
(10-15 points)
Student created
the circles all on
own
(Possible 15 points)
Sweep was applied to
the path correctly
(1-4 points)
Teacher had
to show them
more than
once how to
make a sweep
path
(4-8 points)
Teacher had to
show them once
how to make a
sweep path
(8-10 points)
Teacher had to
show them
where the sweep
path tool was
(10-15 points)
Student created
the sweep path
all on own
(Possible 25 points)
Material applied to the
pipe as requested
(1-4 points)
Left material
generic
(4-8 points)
(8-10 points)
Changed surface Changed to
not properties
wrong material
of the material
Criteria Concepts/Skills to be
Assessed
Pathway drawn as
specified
(Possible 15 points)
(1-4 points)
(4-8 points)
(8-10 points)
A = 61-90 points; B = 49-60 points; C = 25-48 points; D = 6-24 points
Points
Earned
(10-15 points)
Changed to the
correct material
(10-15 points)
Total Points: ________
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