3D Design
Lesson by: Ms. Stahl-Van Brackle, Computer Talent Teacher
Stephan A. Halsey JHS 157
8th Grade Computer
What is 3D Design?
3D modeling is the process of developing a mathematical representation of any three-dimensional surface of object (either inanimate or living) via specialized software. The product is called a 3D model. It can be displayed as a two-dimensional image through a process called 3D rendering or used in a computer simulation of physical phenomena. The model can also be physically created using 3D printing devices.
are shapes such as cubes, spheres, cylinders, blocks, and cones that are combined in solid modeling to create a model of a part.
Exercise: Students will look at objects, and break them down into basic components (geometric primitives). They should draw the objects on paper using only geometric primitives to recreate the objects.
Virtual Tools
What are the tools for designing 3D objects?
SketchUp and
TinkerCad are applications that are free or inexpensive.
Students should go through the SketchUp tutorials
And then follow the online tutorials on
TinkerCad.com. Upon completing the tutorials, students will have mastered the basic skills needed to design their 3D models.
Exercise: Create a useful object— pencil case, eyeglass frame, or other object.
Staunton Chess Set Challenge
The Staunton chess set is composed of a particular type of chess pieces used to play the game of chess. According to the rules of chess, this style is to be used for competitions. Nathaniel Cook is credited with the design, and they are named after
Howard Staunton. The first 500 sets were hand signed and numbered by Staunton. This style of set was first made available by
Jaques of London in 1849, and they quickly became the standard.
Image from Bubba73 at en.wikipedia
Looking at Chess pieces students will identify the basic shapes and attempt to sketch a
Staunton Chess set using basic geometric shapes.Going from first drafts on graph paper, students will translate their vision into
TinkerCad using the tools in the online 3D Design Tool.
Creative Chess Set Challenge and Creation
Exercise: Students will design a chess set based on any book, movie, television show or video game they like. The pieces will be drawn on graph paper to keep proportion clear. Students will use
TinkerCad to create their own unique chess set. One piece from their set will be used as a
Prototype.
Prototype Print Out and Critique
Exercise: Each piece from the Creative Chess Set Challenge will be examined by the class as a whole with design critiques given to improve the success of a print out. When a student is ready, one of their piece will be printed out.
Argumentative Essay
The argumentative essay requires students to investigate a topic, collect, generate, and evaluate evidence, and establish a position on that topic.
Argumentative essays must have a clear, concise, and defined thesis statement that occurs in the first paragraph of the essay. Students should explain why the topic is important or why their readers should care about the issue.
Students should create
clear and logical transitions between the introduction, body, and conclusion. Transitions connect previous sections to the next and introduce the next idea that is to follow.
Body paragraphs must include evidential support. Each paragraph in the body of the essay must have some logical connection to the thesis statement. It is also important to explain how and why the evidence supports the thesis. A successful and well-rounded argumentative essay should also consider and explain differing points of view regarding the topic.
Students should use factual, logical, statistical, and anecdotal evidence to support their thesis.
The conclusion should not restate the thesis, and no new information should be introduced in the conclusion. Synthesize the information presented in the essay, restate why the topic is important, review the main points, and make a final point.
Exercise: Students will write an
argumentative essay based on their experiences using 3D Design Tools and studying 3D Printing.
Can 3D Design be used in different subjects in school?
Give pros and cons for using 3D Design for things like dissecting frogs in science; exploring ancient buildings in Social Studies; creating geometrical shapes in math or any other use you can envision. You are presenting this as an argument to your principal in order to get more 3D Printers.
Vocabulary
Specifications is an explicit set of requirements to be satisfied by a material, product, or service.
Drafting The use of computer programs and systems to design detailed two- or three-dimensional models of physical objects.
Technical Drawings drawings that contain geometric figures and symbols to convey the scope and details of the project.
Spatial Geometry In mathematics, Euclidean space is the Euclidean plane, the three-dimensional space of Euclidean geometry
Rendering the process of producing an image based on three-dimensional data stored within a computer.
Resizing to alter the size of something.
New York State Technology Standards
| Standard 1: |
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
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| Standard 2: |
Students will access, generate, process, and transfer information using appropriate technologies.
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| Standard 4: |
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| Standard 5: |
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. |
| Standard 6: |
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. |
| Standard 7: |
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
New York State Learning Standards for Art
| 1: |
Creating, Performing & Participating |
| 2: |
Knowing & Using Art Materials & Resources |
| 3: |
Responding to & Analyzing Works of Art |
| 4: |
Understanding the Cultural Dimensions & Contributions of the Arts |
Common Core
RI.8.1, RI.8.2, RI.8.3, RI.8.4, W.8.1, W.8.2, W.8.4, W.8.5, W.8.6, W.8.10
