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1 | DESIGN & ENG. - LESSON PLAN EXAMPLES | |||||||
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3 | D&E I | D&E II | D&E III | D&E IV | ||||
4 | UNIT 5 - CAREER EXPLORATION | UNIT 15 - PHYSICAL MODELING LV.2 | UNIT 25 - 3D MODELING LV.1 (SOLID MODELING) | UNIT 34 - SUBTRACTIVE DIGITAL MANUFACTURING | ||||
5 | Learning standards: | CDOS 3A; CDOS 3B | CDOS 3A; CDOS 3B | CDOS 3A; CDOS 3B | CDOS 3A; CDOS 3B | |||
6 | Essential Question: | How can building workplace culture and social capital reinforce career and educational success? | How can we make well crafted, precision basswood models? | How can mastering modeling in Rhino help us design our own spaces, products, machines and structures? | How can we operate a CNC mill to create new products? | |||
7 | Topic: | Job & pay Types | Shoji Lamps | Solids Modeling | Machine types & Functions | |||
8 | Career: | How can we decide what type of job we want in the future & how we'd like to be paid? | Architecture & Industrial & Interior Design | Architecture // Industrial // Interior // Mechanical Engineering | Industrial // Mechanical Engineering | |||
9 | Focal question: | If you don't know how you're being paid or what job you have, you might miss out on money you're owed or have to work a lot more hours than anticipated before receiving your pay | How can we design/build well crafted shoji lamps based on our light screen studies? | How can we model a toy screwdriver in Rhino? | How are the machines that have influences the CNC mill different and similar? | |||
10 | Buy In: | Everyone who communicated well! | Now that we have done all of the leg work with our light screen designs, it’s time for us to reflect on what worked and didn’t work for us, and why? This reflection will help us make informed decisions on how to proceed with and design our lamps. | Solid modeling is one of the most common ways to model in 3D. Knowing the most basic commands help us create a range of simple to complex forms | The CNC mill has only been around for about 60-80 years. Before that there were other machines people used that have greatly influenced the way CNC mills work. Learning how those other machines work will help us better understand how CNC mills work | |||
11 | Shoutouts: | Explain the different types of jobs and which is best for you Explain the different ways you can be paid as an employee and which is best for you. | Everyone doing a great job! | Everyone who was here on time | Everyone who passed their Rhino certification! | |||
12 | Objectives: | ORIEN.-06-A: Importance ORIEN.-06-B: Content ORIEN.-06-C: Structure ORIEN.-06-C-I: Layout ORIEN.-06-C-II: Typefaces ORIEN.-06-C-III: Graphics | -Sketch then draft the different structural elements of your shoji lamp in front view -Draw a large sketch of each different side of your lamp with proper proportions, rough dimensions and annotations -Build your frames and the build your light screens based on your sketches | -Explain how to use the boolean commands in Rhino. -Create a solid model of a toy screwdriver in Rhino that is water tight | -Identify and explain the key differences and similarities between a drill press, a milling machine and a CNC milling machine -Explain how the operation of these machines has changed from the perspective of the user/operator | |||
13 | Tech Skills: | VC.3 - ACTIVE LISTENING PM3 FIDELITY | 3DM-10-F: Frames model 3DM-10-A: Cut listing TOOL-01-A: General TOOL-01-E: Japanese saw TOOL-01-F: Miter box TOOL-08-A: Joinery TOOL-08-A-I: Butt TOOL-04-B: Sandpaper MEAS-06-A: Squares MEAS-06-A-I: Combo MEAS-06-B: Planar MEAS-06-C: Co-planar TOOL-08-F: CA glue | DRAW-08-A: Interface DRAW-08-B: Units DRAW-08-C: Navigation DRAW-08-D: Viewports DRAW-08-E: Line tools DRAW-08-F: Move/copy DRAW-08-J: O-Snap DRAW-08-K: Modeling aids DRAW-08-L: Transformation tools | DIGI.FAB-02-C-I: Jog Machine DIGI.FAB-02-C-II: Step machine both incremental and absolute DIGI.FAB-02-C-III: Set Z Zero DIGI.FAB-02-C-IV: Set XY Zero DIGI.FAB-02-C-V: Change/cycle through tools DIGI.FAB-02-C-VI: Turn on coolant/dust collection DIGI.FAB-02-C-VII: Turn on vacuum hold down DIGI.FAB-02-C-VIII: Hold down/fixtures DIGI.FAB-02-C-IX: Install a spoil board DIGI.FAB-02-C-X: Resurface spoilboard DIGI.FAB-02-C-XI: Dry run file DIGI.FAB-02-C-XII: Start cut file | |||
14 | Pro Skills: | Freelance, Part-time, Full time, Hourly, Salary, Stipend, Contract based, Gig based | C.2 Team Work C.3 Encouraging C.4 Feedback | PS.1-6: Problem Solving C.2: Team Work | PS.1-6: Problem Solving C.2: Team Work | |||
15 | Terms: | What’s the best type of hire? What are the pros/cons of having a freelance, a part-time or full time job? Which of these is best for you? Why? What’s the best way to get paid? What are the pros/cons of having a contract, stipend, hourly or salary job? Which of these is best for you? Why? | Revisions, Changes, Mark-ups, Annotations, Materials, Techniques, Light, Shadow, Opacity, Translucency, Transparency, Filter, Design, Density | Booleans, Difference, Union, Split, Intersection, Arrays, Revolve | Milling machine, drill press, Axis of Travel, Quill, Jog handles, Spindle speed, feed rate, work holding, vise, | |||
16 | Questions: | Computer & internet access Salary vs. Hourly: What’s the Difference? Being a Freelancer vs. an Employee 14 Pros and Cons of Freelancing Vs. Working Full-Time What is a Contract Job and How Does It Work? | How has making prototypes before your final design influenced your project? How has your project changed from your initial idea? What are ways it evolved even mid-process? What new ideas have you explored? How can you assess what you’ve done so far to keep improving it? What makes each of your designs good or bad? What factors contribute to their assessment? What makes one “hit different” than the others? Which one is the best and why? | What’s the difference between NURBS, Mesh and Solid models? When would you use each type? What is the application of each model? How are the different modeling types similar? Which types are interchangeable? What applications are the interchangeable in? When would you use a Mesh instead of a NURBS or solid model? Why are meshed better in this situation? When would you use a Solid/NURBS model instead of a Mesh model? Why are these better in this situation? | How is a Drill press Different than a Milling machine? How are these different from a CNC mill? What aspects of each machine can the operator control? Which part of each operation is controlled by the machine? How can we increase accuracy? Where has room for error been introduced to each of these machine? Which machine is most efficient and why? How can we make machines more efficient? | |||
17 | Materials: | 00.10.03 - JOB TYPES | 1/4", 1/8" & 1/16" Basswood Sticks, Bristol Paper, Miter Saws and Miter boxes, X-acto Knives, rulers, Cutting Matts, White glue, Zap-A-Gap, Tape, | Rhino 6, PC, | Drill Press, Milling Machine, End Mills, Drill Presses, Hand drills, CNC Mill | |||
18 | Deliverables / Assessments: | 00.10.01 - JOB & PAY TYPES PRESENTATION Portfolio assignment and checklist Job type/pay articles & assignment | 08.03.04 - SHOJI LAMPS 08.03.04 - CHECKLIST: SHOJI LAMPS | 19.01.03 - TOY SCREWDRIVER | 30.02.05 - Mills Vs. Drills Quiz | |||
19 | Resources: | Yasseen is grouped with Dwayne and Danesha, Andreus checks on them regularly to help them catch up | 08.03.01 - SHOJI LAMPS 08.03.04 - CHECKLIST: SHOJI LAMPS | 19.01.01 - SOLID MODELING Rhino help file, Rhino training manual | 30.02.01 - MACHINE TYPES & FUNCTIONS Drill Press vs. Mill: Which One to Get? Milling vs Drilling – Difference Between Milling Machine and Drill Press | CNC LATHING | |||
20 | Differentiations/Modifications: | Students research a career they think is the best fit for them based on their prefered way to work and be paid | Tristan, Brandon and Faraz have to produce a top and front view drafted drawing, Students struggling to keep proportions consistent can make a copy of their drafted draing using the copy machine and sketch their light screen designs in the copy | |||||
21 | Extensions / HW: | Starter, Discussion and Feedback | Students research a career they think is the best fit for them based on their prefered way to work and be paid | Students try and create a real screwdriver with dimensions that would work in real life | Students compare and contrast a lathe and CNC lathe from the other machines in question | |||
22 | 8:30 AM | Starter, Discussion and Feedback | Starter, Discussion and Feedback | Starter, Discussion and Feedback | ||||
23 | 8:40 AM | |||||||
24 | 8:50 AM | Peer review of resumes students complete a peer review of each others portfolio pages to wrap up that assignment from yesterday | ||||||
25 | 9:00 AM | Drafting Structural elements Students all do sketchs of the structural elems of their lamps in their sketchbooks with some rough annotation and use these sketches to help you produce a 1:1 drafted drawing of these elements | Lesson intro Review the presentation and daily objectives with the students. Everyone reads the assignment, checklist and gathers all of the resources to start | Lesson intro Students are introduced to the topic and are given 5 min to do independent research on the different machines in question | ||||
26 | 9:10 AM | BREAK | ||||||
27 | 9:20 AM | Lesson intro | BREAK | BREAK | BREAK | |||
28 | 9:30 AM | Students read articles and then have a group discussion at their table to share their findings | Drafting Structural elements Students all do sketchs of the structural elems of their lamps in their sketchbooks with some rough annotation and use these sketches to help you produce a 1:1 drafted drawing of these elements | Demo Cover the use of revolve, booleans, wire cut, splits and arrays | Demo Cover the use of revolve, booleans, wire cut, splits and arrays | |||
29 | 9:40 AM | Handle creation Students use the dimensions provided to them in the training manual to create a drawing of their hande and revolve it | Student research Students are split up into 3 station, Eact station rotates every 15 min -station 1 (Fab lab - students analyze the machines in the fab lab to help them compare/contrast the equipment and answer the questions) - Station 2 ( Students read and discuss the first article in their group) - Station 3 ( Students read and discuss the second article in their group) | |||||
30 | 9:50 AM | |||||||
31 | 10:00 AM | |||||||
32 | 10:10 AM | 00.10.03 - JOB TYPES Students complete assignment and work together to answer the questions in the assignment | Light screen sketches Sketch each different light screen design of your lamp and mark up with annotations and dimensions | |||||
33 | 10:20 AM | Blade creation Students pipe and wire cut the blade of their tou screw drive, add materials, save, organize and submit their files then peer review based on the checklist | Student Share Out Students share out their findings to the class in groups | |||||
34 | 10:30 AM | Quiz Students take a quiz based on their findings and research | ||||||
35 | 10:40 AM | Pack up/ announcements | ||||||
36 | 10:50 AM | Celan up/Pack up/ announcements | Clean up/Pack up/ announcements | Clean up/Pack up/ announcements | ||||
37 | 11:00 AM | |||||||
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42 | NOTES | |||||||
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