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Lesson Plan
Course Title: Concepts of Engineering and Technology
Session Title: Demonstrating the use of Dimension Precision Measuring Equipment
Performance Objective:
Upon completion of this lesson, students will have demonstrated they can accurately sketch 4
objects, include written descriptions in their engineering notebook, and use precision measuring
equipment to accurately dimension and measure the objects matching the criteria in the
Precision Measuring Rubric.
Specific Objectives:
 Sketch 4 objects designated by the teacher, into engineering notebook that include
written descriptions that are needed about the objects
 Use precision measuring equipment to accurately dimension their sketches of the
objects assigned
 Annotate the sketches and include in engineering notebook
 Assist other students with drawings of measurements
 Inform the teacher of any hazards that may incur in using the equipment
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.
Concepts of Engineering and Technology:

130.362(c)(2)(A)(B)(C)
…use clear and concise written, verbal, and visual communication techniques;
…maintain a design and computation engineering notebook;
…use sketching and computer-aided drafting and design to present ideas;

130.362(c)(3)(B)(C)(E)(F)(G)
…follow safety guidelines as described in various manuals, instructions, and
regulations;
…recognize the classification of hazardous materials and wastes;
…perform maintenance and safely handle and store laboratory equipment;
…describe the implications of negligent or improper maintenance;
…demonstrate the use of precision measuring instruments.
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Interdisciplinary Correlations:
English:

110.44 (b)(6)(A)(B)
…expand vocabulary through wide reading, listening and discussing;
…rely on context to determine meanings of words and phrases such as figurative
language, connotation and denotation of words, analogies, idioms, and technical
vocabulary.

110.44 (b)(7)(H)(I)
…use study strategies such as note taking, outlining, and using study-guide questions to
better understand texts;
…read silently with comprehension for a sustained period time.
Mathematical Models with Applications:

111.36 (c)(2)(A)(B)(C)
…interpret information from various graphs, including line graphs, bar graphs, circle
graphs, histograms, scatter plots, line plots, stem and leaf plots, and box and whisker
plots to draw conclusions from the data;
….analyze numerical data using measures of central tendency, variability, and
correlation in order to make inferences;
…analyze graphs from journals, newspapers, and other sources to determine the
validity of stated arguments;
Teacher Preparation:
The teacher should review all objects they are going to have the students measure; and
measure 4 objects to identify any problems or hazards that could happen during this lesson.
The teacher may want to develop a sketch of the objects showing the best view to dimension
after measuring the object. The teacher should review the PowerPoint with the lesson, to ensure
that it will go along with their teaching.
References:
Classroom textbooks could be used to demonstrate the activity.
Instructional Aids:
1. PowerPoint presentation on Dial Calipers and Measuring with Them
2. Examples of sketches the students will draw and measure
Materials Needed:
1. Precision Measuring Assignment handout
2. Terms and Definitions for Precision Measuring handout
3. Objects to be measured
4. Precision measuring equipment
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5.
6.
7.
8.
9.
Dial caliper
Calculator
Ruler – English or metric
Engineer’s notebook
Precision Measuring Rubric
Equipment Needed:
1. Overhead projector and screen
2. Computers
Learner Preparation:
Students need a basic understanding of what is meant by precision measuring. The student
should bring two objects from home no larger than what a 6” dial caliper can measure, that is,
not larger than 6” in any length.
Introduction
Introduction (LSI Quadrant I):
SAY: Today we are going to learn about precision measuring equipment and how to measure
objects.
ASK: Why do we need to be able to precision measure objects?
Answer: If the part is not correct when they manufacture it, it could cost millions of
dollars and a lot of time to correct the problem.
ASK: How many hundreds of thousands of engines are being produced each year?
ASK: If there were only 100,000 engines produced a year and the part you designed cost
$1.00 per part and you made a mistake in your measurement, how much would it cost the
company for the mistake?
ANSWER: $100,000.
SAY: When they have usually made $5.00 profit on each part, or a profit of $500,000, now they
would just be making a profit of $400,000.
ASK: Do you think they would let you keep your job?
ASK: What if that part was part of a heart pump?
ASK: What if it was a part on an airplane?
SAY: It is important that we as future designers in STEM do things as accurately as possible.
We need to be able to sketch a design in order to sell our idea to future clients.
SAY: For our assignment today, you will be assigned 4 objects that you will sketch in your
engineering notebook, then measure, and put the dimension on your drawing in your notebook.
Later you may be asked to put your drawing in a CADD program. Each of your drawings will be
evaluated to make sure you have accurately measured your objects.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
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MI
.
Outline
Notes to Instructor
I. Identify what precision measurement is about
A. What is measuring about and why is it
important?
B. What does precision measurement
equipment look like?
C. Discuss why it is important for
measurements to be accurate
Teacher should review
presentation for terms,
and distribute the
Terms and Definitions
for Precision
Measuring handout to
each student.
II. Show the PowerPoint on Dial Calipers and
Measuring with Them
A. How to read a dial caliper
B. Show examples of measuring
C. Identify the different types of calipers
D. Identify how a dial caliper can be used in
taking different measurements
E. Teach students how to read a dial caliper
F. Identify general safety in using equipment
G. Summarize and compare safety in
industry to safety in the classroom and
at home
Teacher presents
PowerPoint and
expands on it.
III. Teacher presents the Precision Measuring
Assignment as described in the handout
A. Students will be shown an example sketch
and annotate the dimensions on the
sketch
B. Students will be assigned 4 different
objects to make a detailed sketch of each
in their engineering notebook
C. Students will sketch each object
D. Students will measure each object and
annotate each sketch
E. Students will discuss any safety hazards
they think they may encounter while
measuring their objects
F. When assignment is finished and correct,
students will work with other students to
ensure they have enough measurements
and they are annotated so that a CADD
drawing could be made from the sketch
Teacher introduces the
Precision Measuring
Assignment and
distributes the student
handout, and
establishes standards
for assignment and
when it is due.
It is recommended that
the teacher make
adjustments to the
PowerPoint to fit their
need for the objects
they have on hand to
be measured.
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IV. Precision Measuring rubric to evaluate number
and quality of sketches, measurement, and how they
annotate the objects
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Students are
evaluated with the
Precision Measuring
Rubric.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
The teacher must explain the PowerPoint as they go through the lesson. The teacher should not
just read it or let the students read it. Explain and give personal examples how measurement
has been important on projects you have worked on.
Independent Practice (LSI Quadrant III):
Students should be monitored while they are measuring the different objects and helping
teacher to correct measurements.
Summary
Review (LSI Quadrants I and IV):
Question: What have we learned through the assignment on precision measurements?
Answer: We have learned how to measure and annotate objects, so that we can design them
in the computer later.
Evaluation
Informal Assessment (LSI Quadrant III):
Watch the students in their discussion to evalute how much they have learned.
Formal Assessment (LSI Quadrant III, IV):
The formal assessment will be evaluation of the sketches of the objects and checking the
dimension on their drawings according to the rubric. Visual assessment to determine where reteaching will be needed. Assessment of notes taken in the journal.
Extension
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Extension/Enrichment (LSI Quadrant IV):
1. Students may put their drawings in a CADD program.
2. Students may measure more objects throughout the year and annotate the
measurements on the sketches.
3. Students can take data collected from the objects to be used in a statistical data spread
sheet later.
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Precision Measuring Assignment
Your teacher will designate 4 objects for you to make a detailed sketch of, measure,
annotate, and include in your engineering notebook. You should bring two of the objects
from home and they should not be larger than what a 6” dial caliper can measure, that is
not larger than 6” in any length.
Directions:
1. Sketch the 4 objects and record written descriptions in your engineering notebook.
2. Use a Dial Caliper to measure all parts of each object.
3. As you measure each of the 4 objects, you will need to annotate each sketch so that
the sketch can be used to make a CADD drawing.
4. When the sketches have been completed and are correct, you will work with other
students to ensure they have enough measurements that are annotated in a manner
that a CADD drawing can be made from their sketch.
5. You may refer back to the examples in the teacher’s presentation of how objects are
measured.
6. The Precision Measuring Rubric will be used to grade this assignment.
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Terms and Definitions for Precision Measuring
Annotate: To make notes about something. It could be a sentence, comments, or
dimension.
Blade: The immovable portion of the dial caliper.
Blade Scale: Shows each inch divided into 10 increments and each increment equals
one hundred thousandths (0.100”).
Depth Measuring Faces: The faces between which the depth of a hole can be
measured.
Dial Calipers: The most common and versatile of all the precision measuring tools
used by engineers and manufacturers.
Dimension: A measurable extent, such as the three principal dimensions of an object width, height, and depth. Length and thickness are not used because they cannot be
applied in all cases. The front view of an object shows only the height and width and not
the depth. Any one view of a three-dimensional object can show only two dimensions,
the third dimension will be found in an adjacent view.
Dimension Lines: Lines that are thin lines capped with arrowheads, which may be
broken along their length to provide space for the dimension numerals.
Inch: A unit of linear measure equal to one twelfth of a foot or 2.54 cm.
Inch Dial Caliper: A measuring tool that will measure slightly more than 6 inches.
Inside Measuring Faces: The faces between which inside diameter or space width
(such as, slot width) is measured.
Measure: To determine the size, amount, or degree of something by comparison with a
standard unit.
Metric System: The decimal measuring system based on the meter, liter, and gram as
units of length, capacity, and weight or mass.
Millimeter: A metric unit of linear measure equal to 1/1000 of a meter.
Outside Measuring Faces: The faces between which outside length or diameter is
measured.
Pointer: Rotates within the dial as the slider moves back-and-forth along the blade.
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Precision: Exact in measuring, recording, etc.
Rack: The gear-toothed rack is used to change linear motion (slider) to rotary motion
(pointer).
Reference Edge: Keeps track of the larger increments (i.e. 0.100”) as the slider moves
along the rack.
Scale: A straight-edged strip of rigid material marked at regular intervals and used to
measure distances. And, a proportion between two sets of dimensions used in
developing accurate, larger or smaller prototypes, or models of design ideas.
Slider: The slider moves along the blade and is used to adjust the distance between the
measuring surfaces.
Standard: Something considered by an authority or by general consent as a basis of
comparison.
Step Measuring Faces: The faces between which stepped parallel surface distance
can be measured.
Two-Dimensional: Having the dimensions of height and width, height and depth, or
width and depth only.
Variation: A change or slight difference in condition, amount, or level.
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Precision Measuring Rubric
Task Statement: Student is to create 4 usable sketches with measurements of common objects.
Task Assignment: Student will sketch 4 objects and use precision measuring equipment to collect measurements on the 4 objects;
and will annotate the measurements on the sketches, so that they can use that information later to create future CADD drawings.
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Student measured 2
Student measured 3-4
objects and didn’t bring
objects and brought in 1
any in
of the objects
Exemplary
4
Student measured all 4
objects and brought in two
of the objects
(1-5 points)
Student drew 1 usable
sketch of the 4 objects
(6-15 points)
Student drew 2 usable
sketches of the 4 objects
(16-20 points)
Student drew 3 usable
sketches of the 4 objects
(21-25 points)
Student drew 4 usable
sketches of the 4 objects
(Possible 25 points)
(1-5 points)
(6-15 points)
(16-20 points)
(21-25 points)
Student annotates the
drawings properly
Student annotated 1 of the
sketches with enough
information to do CADD
drawing
Student annotated 2 of
the sketches with enough
information to do CADD
drawing
Student annotated 3 of
the sketches with enough
information to do CADD
drawing
Student annotated 4 of the
sketches with enough
information to do CADD
drawing
(Possible 25 points)
Student assisted other
students with drawings of
measurements
(1-5 points)
Student assisted at least 1
other student with drawings
of measurements
(6-15 points)
Student assisted at least 2
other students with
drawings of
measurements
(16-20 points)
Student assisted at least 3
other students with
drawings of
measurements
(21-25 points)
Student assisted at least 4
other students with
drawings of measurements
(16-20 points)
(21-25 points)
Total Points:______
Criteria Concepts/Skills to be
Assessed
Number of objects measured
and brought in
Novice
1
Student measured 1 object
and didn’t bring any in
(Possible 25 points)
Student sketches the objects
to be measured
(1-5 points)
(6-15 points)
(Possible 25 points)
A = 84-100 points; B = 64-80 points; C = 24-60 points; D = 4-20 points
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Points
Earned