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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. Copyright © Texas Education Agency, 2014. All rights reserved. 1 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. Copyright © Texas Education Agency, 2014. All rights reserved. 2 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. Copyright © Texas Education Agency, 2014. All rights reserved. 3 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. Copyright © Texas Education Agency, 2014. All rights reserved. 4 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. Copyright © Texas Education Agency, 2014. All rights reserved. 5 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. Copyright © Texas Education Agency, 2014. All rights reserved. 6 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 Copyright © Texas Education Agency, 2014. All rights reserved. 7 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. Copyright © Texas Education Agency, 2014. All rights reserved. 8 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. Copyright © Texas Education Agency, 2014. All rights reserved. 9 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. Copyright © Texas Education Agency, 2014. All rights reserved. 10 The Pipe Drawing Example Copyright © Texas Education Agency, 2014. All rights reserved. 11 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: ________ Copyright © Texas Education Agency, 2014. 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