Lesson Plan
Course Title: Engineering Design and Presentation
Session Title: Revolve Drawing
Performance Objective:
Upon completion of this assignment, the student will be able to accurately and neatly to scale,
complete a revolve drawing of a nose cone to match the example provided.
Specific Objectives:
 Define terms associated with the lesson
 Identify height, width, axes, planes
 Identify views and what dimension belongs in what view
 Lay out overall shape in 2-D and convert to a solid
 Define and use a polyline
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.
Engineering Design and Presentation:

130.365 (c)(1)(A)(B)(C)(D)(E)(F)(G)(H)(I)(J)(K)
...distinguish the differences between an engineering technician, engineering
technologist, and engineer;
...identify employment and career opportunities;
...investigate and work toward industry certifications;
...demonstrate the principles of teamwork related to engineering and technology;
...identify and use appropriate work habits;
...demonstrate knowledge related to governmental regulations, including health and
safety;
...discuss ethical issues related to engineering and technology and incorporate proper
ethics in submitted projects;
...demonstrate respect for diversity in the workplace;
...demonstrate appropriate actions and identify consequences relating to discrimination,
harassment, and equality;
...demonstrate effective oral and written communication skills using a variety of software
applications and media;
...explore career preparation learning experiences, including, but not limited to, job
shadowing, mentoring, and apprenticeship training.

130.365 (c)(2)(A)(B)(C)
...understand and discuss how teams function;
...use teamwork to solve problems;
...serve as a team leader and a team member and demonstrate appropriate attitudes
while participating in team projects.
Copyright © Texas Education Agency, 2012. All rights reserved.
1

130.365 (c)(3)(A)(B)(C)(D)
...use time-management techniques to develop and maintain work schedules and meet
deadlines;
...complete work according to established criteria;
...participate in the organization and operation of a real or simulated engineering project;
...develop a plan for production of an individual product.

130.365 (c)(5)(A)(B)(C)(D)(E)(F)(G)(H)(I)(J)
...sketch single- and multi-view projections;
...prepare orthographic and pictorial views;
...prepare auxiliary views;
...prepare section views;
...project points and construct lines to build geometric forms;
...construct true length of lines and true size of planes by the revolution method;
...draw developments using radial line, parallel line, and triangulation methods;
...construct piercing points and intersection of planes using edge-view and cutting plane
methods;
...prepare and revise annotated multi-dimensional production drawings in computeraided drafting and design to industry standards;
...demonstrate knowledge of effective file structure and management.

130.365 (c)(6)(A)(B)(C)(D)(E)(F)
...understand and discuss principles of ideation;
...think critically, identify the system constraints, and make fact-based decisions;
...use rational thinking to develop or improve a product;
...apply decision-making strategies when developing solutions;
...use an engineering notebook to record prototypes, corrections, and/or mistakes in the
design process;
...use an engineering notebook to record the final design, construction, and manipulation
of finished projects.

130.365 (c)(7)(A)(B)(C)(D)
...use a variety of technologies to design components;
...use tools, laboratory equipment, and precision measuring instruments to develop
prototypes;
...research applications of different types of computer-aided drafting and design
software;
...use multiple software applications for concept presentations.

130.365 (c)(8)(A)(B)(C)(D)(E)
...interpret engineering drawings;
...identify areas where quality, reliability, and safety can be designed into a product;
...improve a product design to meet a specified need;
...produce engineering drawings to industry standards;
...describe potential patents and the patenting process.

130.365 (c)(9)(A)(B)(C)
...identify and describe the steps needed to produce a prototype;
...identify and use appropriate tools, equipment, machines, and materials to produce the
Copyright © Texas Education Agency, 2012. All rights reserved.
2
prototype;
...present the prototype using a variety of media.
Interdisciplinary Correlations:
English:

110.42(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, idioms, multiple meaning words, and technical vocabulary;

110.42(7)(A)(I)(J)
…establish a purpose for reading such as to discover, interpret, and enjoy;
…use study strategies such as skimming and scanning, note taking, outlining, and using
study-guide questions to better understand texts;
…read silently with comprehension for a sustained period of time;
Teacher Preparation: The teacher needs to know the terms associated with the lesson, have
examples of revolve drawings to show, be able to construct a revolve drawing, and be able to
guide the students through the storyboard.
Reference:
French, T. E., & Helsel, J. D. (2003). Mechanical Drawing Board and CAD Techniques. Creating
Views from a Solid Model (page 214). Peoria, IL: Glencoe/McGraw-Hill.
Instructional Aids:
1. PowerPoint presentation provided with this lesson
2. Storyboard
3. Examples of revolve drawings
4. Paper rockets activity handout (for extension and enrichment)
5. Paper rocket test report (for extension and enrichment)
Materials Needed:
1. CAD software
Equipment Needed:
1. Computer with appropriate CAD software
2. Computer projection unit if available
Learner Preparation:
Students need to have command of a polyline, surface selections, and different views.
Copyright © Texas Education Agency, 2012. All rights reserved.
3
Introduction
Introduction (LSI Quadrant I):
 SAY: Today we will learn how to accurately revolve and scale a drawing of a nose cone
by following the steps in the storyboard provided in the slide presentation.
 SHOW: PowerPoint presentation.
 ASK: What type of drawing do we use?
 SAY: 2-D drawing.
 ASK: How many dimensions do we use?
 SAY: Two.
 SAY: Now, revolve these two dimensions around shown axis.
 SHOW: Note axis is touching object, closing the object, as drawn.
 ASK: Do we close all objects to be revolved? (Yes)
 SAY: Now see how many of these objects you can revolve.
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Define and identify terms associated with the
lesson
A. Height – Y axis
B. Width – X axis
C. Axis – an imaginary line along which the
height, width, or depth of an object is
drawn
D. Axes - plural of axis
E. Plane – a flat surface
F. Polyline – a connected sequence of
segments created as a single planar
object. You can create straight line
segments, arc segments, or a combination
of the two
G. Radius – the distance from the center of a
circle to its edge
Notes to Instructor
Teacher will begin
PowerPoint
presentation.
II. Students follow storyboard to complete revolve
drawing of a nose cone:
A. Construct all segments to the shape of
choice, such as a nose cone
B. Close all ends to line segments
C. Object to be revolved around an axis
D. Choose the axis height from top to bottom
of object
E. Choose the revolutions (360) full circle
The teacher will guide
the students through
how to use the
storyboard to complete
revolve drawing.
Teacher will distribute
the handout “Terms
used with Revolve
Drawing” and discuss.
Copyright © Texas Education Agency, 2012. All rights reserved.
4
F. Enter and the object will revolve
III. Identify views and what dimension belongs in what
view of the 2-D drawing provided in the slide
presentation
A. Top view – R0.45
B. Front view - 1.05
Teacher will remind
students to refer to
PowerPoint slide and
storyboard as the
students work.
IV. Lay out overall shapes 2-D or solid to dimensions
A. Construct the height (1.05) of the cone as
shown in front view, then half the
construction of the width or radius,
completing and closing the object, then
revolve it around the axis plane
360 degrees
B. The angle in this case is shown from point
to point of the height and the width as
shown
C. The axis plane is from top of the object to
the bottom as shown
Teacher will continue
PowerPoint
presentation referring
students to storyboard.
V. Define and use a polyline
A. In some CAD software the object will not
revolve if the polyline is broken. The
sealed color will leak out or will not be
constructed correctly. (If it is a rocket, the
rocket will not fly correctly.)
Teacher will use
PowerPoint
presentation for
understanding.
VI. Students will be evaluated based on criteria in the Students will be given
rubric at the beginning
revolve drawing rubric
of the lesson.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Teacher will instruct the students on how to use the storyboard to complete the revolve drawing.
Students will be monitored as they work and the teacher will provide questions to stimulate their
thinking.
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Independent Practice (LSI Quadrant III):
Students will work independently through the steps outlined in the storyboard to complete the
revolve drawing using their CAD software.
Summary
Review (LSI Quadrants I and IV):
The students will review by answering questions posed by the teacher as they work through the
storyboard and will review the terms associated with the lesson in the handout provided.
The teacher will ask:
1. What type of objects do we revolve? (wheels, round objects, steering wheels, etc.)
2. What type dimensions do we use? (height and width)
3. Do we have to revolve the object 360 degrees? (yes)
4. Must we use an axis plane? (yes)
5. Can we revolve objects inside of other objects or around them? (yes)
6. Are there limits to what you can revolve? (no)
7. Explain how you would revolve an object. (see storyboard)
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will monitor the students’ progression through the storyboard and will informally
assess their progress.
Formal Assessment (LSI Quadrant III, IV):
The students will be assessed based on the criteria of the rubric provided with this lesson.
Extension
Extension/Enrichment (LSI Quadrant IV):
1. Paper rockets activity and test report
a. How many parts can you revolve?
b. Build paper, nose, nose insert, air frame
c. Launch rocket 3 times and complete test report
d. The most important point to keep in mind is to seal the nose and the nose insert
so no air can escape! If air escapes, it will not work!
2. Students can practice using objects such as wheels, rounds, salt and pepper holders,
round candle sticks, steering wheels to revolve.
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Terms Used With Revolve Drawing
A. Height – Y axis
B. Width – X axis
C. Axis – an imaginary line along which the height, width, or depth of an object is
drawn
D. Axes - plural of axis
E. Plane – a flat surface
F. Polyline – a connected sequence of segments created as a single planar
object (You can create straight line segments, arc segments, or a combination
of the two.)
G. Radius – the distance from the center of a circle to its edge
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Names: __________________________
__________________________
Paper Rocket Test Report
1. Launch your rocket three times. How far did it fly each time? What is the average distance
your rocket flew? Write your answer in the spaces and draw a diagram.
2. Build and fly a rocket of a new design. Before flying it, predict how far it will go. Fly the
rocket three times and average the distances. What is the difference between your
prediction and the actual average distance? Draw a diagram.
3. Build a third rocket and repeat step 2.
4. On the back of this paper, write a short paragraph describing each rocket you built and how
it flew. Draw pictures of the rockets you constructed and a diagram.
Rocket 1
How far did it fly in inches?
What is the average distance
in inches?
Rocket 2
Predict how many inches your
rocket will fly.
How far did it fly in inches?
Make a diagram about the flight here.
1.__________
2.__________
3.__________
__________
Make a diagram about the flight here.
___________
1.__________
2.__________
3.__________
What is the average distance?
__________
What is the difference
between your prediction and
the average distance?
__________
Rocket 3
Predict how many inches your
rocket will fly.
How far did it fly in inches?
Make a diagram about the flight here.
___________
1.__________
2.__________
3.__________
What is the average distance?
__________
What is the difference
between your prediction and
the average distance?
__________
Copyright © Texas Education Agency, 2012. All rights reserved.
9
Revolve Drawing Rubric
Task Statement: Complete a revolve drawing.
Task Assignment: Complete a revolve drawing of a nose cone accurately and neatly to scale by using CAD.
Concepts/Skills to be Assessed
Lay out overall shape, width, and
height in CAD
(pencil first is optional)
(Possible 15 points)
Lay out overall shape to
dimensions in CAD
Novice
1
Pencil sketch started
(1-4 points)
Pencil sketch started
(Possible 15 points)
Dimension width of line segment
in CAD
(1-4 points)
Line segments not
connected, double
lines, over run corners
(Possible 15 points)
Dimension height of line segment
in CAD
(1-4 points)
Line segments not
connected, double
lines, over run corners
(Possible 15 points)
Finish drawing, as shown, in
CAD
(1-4 points)
Overall shape started
(Possible 25 points)
Neatness
(1-10 points)
Overall shape
constructed
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Pencil sketch
Pencil and CAD lines
completed
going in the right
direction
(4-8 points)
(8-10 points)
Pencil sketch
Pencil and CAD lines
completed
going in the right
direction
(4-8 points)
(8-10 points)
Fewer line segments
Lines are connected,
not connected, fewer
sharp, and intersect
double lines, fewer
over run corners
(4-8 points)
(8-10 points)
Fewer line segments
Lines are connected,
not connected, fewer
sharp, and intersect
double lines, fewer
over run corners
(4-8 points)
(8-10 points)
Overall shape
CAD lines going in the
completed
right direction
(10 to 14 points)
Lines constructed
and snap to end
points
(Possible 15 points)
(1-4 points)
(4-8 points)
A = 66-100 points; B = 54-66 points; C = 30-54 points; D = 6-30 points
(14 to 16 points)
Sharp line segments to
exact dimensions
(8-10 points)
Exemplary
4
Pencil and CAD
are accurate within 1/16
of an inch
(10-15 points)
Pencil and CAD
are accurate within 1/16
of an inch
(10-15 points)
Dark, sharp lines with
100% accuracy
Points
Earned
(10-15 points)
Dark, sharp lines with
100% accuracy
(10-15 points)
CAD drawing is 100%
accurate within
dimension given
(16 to 25 points)
100% accuracy with
dimensions to end
points
(10-15 points)
Total Points:
10
Copyright © Texas Education Agency, 2012. All rights reserved.