Sample Lesson Plan in Orthographic Drawing
Summary
Students learn how to create two-dimensional representations of three-dimensional objects by utilizing orthographic project techniques. They build shapes using cube blocks and and then draw orthographic and isometric views of those shapes—which are the side views, such as top, front, right—with no depth indicated. Then working in pairs, one blindfolded partner describes a shape by feel solitary as the other partner draws what is described. A worksheet is provided. This activeness is function of a multi-action series towards improving spatial visualization skills.Engineering Connection
Orthographic projection is a technique used in spatial visualization, which is an essential skill for engineers in taking an idea that initially only exists in the mind, to something that can exist communicated clearly to other engineers and somewhen turned into a production. Orthographic views are particularly helpful for detailing the product/construction designs for manufacturing and construction. Since orthographic drawings show multiple viewpoints, they are helpful to make sure that a product or object can be accurately created in accord with an engineer's requirements. While isometric drawings, which provide a three-dimensional view of an object, tin can be a convenient means of providing a complete understanding of some objects from a unmarried drawing, other objects require information from additional viewpoints; in these cases, engineers apply orthographic drawings.
Learning Objectives
After this activity, students should be able to:
- Explain the concept of orthographic projection and why information technology is useful in engineering science.
- Depict the three principle orthographic views of an object.
Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 scientific discipline, engineering, engineering or math (STEM) educational standards.
All 100,000+ K-12 Stem standards covered in TeachEngineering are collected, maintained and packaged past the Achievement Standards Network (ASN), a projection of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: commencement past source; e.chiliad., by state; inside source by type; east.g., science or mathematics; inside type by subtype, then by course, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 scientific discipline, engineering, engineering or math (STEM) educational standards.
All 100,000+ K-12 Stem standards covered in TeachEngineering are collected, maintained and packaged past the Achievement Standards Network (ASN), a projection of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: commencement past source; e.chiliad., by state; inside source by type; east.g., science or mathematics; inside type by subtype, then by course, etc.
Common Core State Standards - Math
- Describe, construct, and describe geometrical figures and describe the relationships between them. (Class seven) More Details
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- Verify experimentally the backdrop of rotations, reflections, and translations: (Grade 8) More Details
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- Utilise geometric concepts in modeling situations (Grades 9 - 12) More Details
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- Visualize relationships between ii-dimensional and three-dimensional objects (Grades ix - 12) More Details
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- Identify the shapes of 2-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated past rotations of two-dimensional objects. (Grades nine - 12) More Details
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Country Standards
Colorado - Math
- Modeling geometric figures and relationships leads to breezy spatial reasoning and proof. (Form 7) More than Details
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- Verify experimentally the properties of rotations, reflections, and translations. (Course viii) More Details
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- Objects in the existent world can be modeled using geometric concepts. (Grades ix - 12) More Details
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- Visualize relationships between two-dimensional and three-dimensional objects. (Grades ix - 12) More Details
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- Place the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. (Grades 9 - 12) More Details
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Materials Listing
Each group needs:
- 8 snap cubes (interlocking cubes); bachelor at https://www.amazon.com/Learning-Resources-LER4285-Mathlink-Cubes-100/dp/B000URL296 or https://www.amazon.com/Learning-Resource-LER7584-Snap-Cubes/dp/B000G3LR9Y, ~$10-13 for a prepare of 100)
- pencil with erasers, for each pupil
- Blank Triangle-Dot Newspaper, two sheets per student
- Orographic Drawings Worksheet, i per student
- blindfold
To share with the entire course:
- (optional) calculator with projector to show examples equally provided in the Spatial Visualization Presentation, a PowerPoint® file; alternatively, draw the examples for students
Worksheets and Attachments
Visit [www.teachengineering.org/activities/view/cub_spatviz_lesson01_activity2] to print or download.More Curriculum Like This
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Connect the Dots: Isometric Drawing and Coded Plans
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Let's Take a Spin: One-Axis Rotation
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Pre-Req Knowledge
Before taking role in this spatial visualization activity, students should have taken the Spatial Visualization Practise Quiz and learned about spatial visualization in the associated lesson, Let's Learn about Spatial Viz! They should know how to use triangle-dot (isometric) paper and how to brand isometric drawings and coded plans, as can be learned in the associated activeness, Connect the Dots: Isometric Drawing and Coded Plans. Students should besides exist familiar with the x, y and z axes.
Introduction/Motivation
Today, we are going to larn about orthographic views and why orthographic drawings are important in engineering. Orthographic views are two-dimensional depictions used to describe iii-dimensional objects. This spatial visualization skill is unlike from our last activity, during which nosotros worked on representing objects using three-D depictions. Typically, we just need three orthographic views—summit, front and right—to describe an object. And then, if you describe a skyscraper to someone, you might say, "The front of the edifice is all drinking glass, just the top of the building is all steel." That is an orthographic clarification. More complicated objects sometimes require more views, but for today we will just focus on the chief three. The 3 orthographic views are defined by the three planes of an orthogonal coordinate system: the x-y plane, the y-z plane and the x-z plane.
(Bear witness students slides 12-20, various depictions of isometric objects and their orthographic views, of which slide 13 is the same as Effigy ane. The slides are animated, and so a mouse or keyboard click brings up the side by side graphic or text.) Have a look at this graphic. On the left is a 3-dimensional object shown in isometric view. Remember that this is how we drew objects using coded plans and triangle-dot newspaper. The three side (orthographic) views of this object are shown to the right of the object. (Click to reveal.)
Notice that the top and front views are the same width, while the front end and side views are the same height. We typically draw the views the manner they are drawn in this figure, and so that they are aligned. This helps united states of america visualize the object.
Solid lines are drawn to represent an edge, while dashed lines show components of the object that are hidden from a detail view. (Next prove students slides 14-17 for other graphics that depict orthographic drawings and views. So show students slide 18—drawings of a bench and a church.) Hither are two real-world examples.
Procedure
Before the Activity
- Gather materials and brand copies of the Blank Triangle-Dot Newspaper and Orographic Drawings Worksheet.
- Prepare to project the Spatial Visualization Presentation, a PowerPoint® file, and use its content to help in your teaching, equally makes sense for your class. Slides 12-20 back up this activity. The slides are blithe so a mouse or keyboard click brings up the side by side graphic or text.
With the Students
- Present to the class the Introduction/Motivation content. Besides enquire the pre-assessment question, as described in the Assessment section.
- Divide the class into educatee pairs. Hand out two pieces of triangle dot paper and four cubes to each student.
- Explain to students that they will use ii methods to draw cube shapes.
- Method 1: Block-due north-Draw Relay
- Each pair joins upwards with some other pair to form a group of iv. Take students bring their blocks and paper with them when merging groups.
- Each of the four group members builds an object.
- Each student's object is passed to the person on their correct. That person then produces on their triangle-dot paper orthographic and isometric views of the object.
- Subsequently 2 minutes, each student passes the object to the next student on the right. Repeat stride C.
- Echo step D until all objects have been drawn by each student in the grouping.
- After all objects are fatigued by all students, the grouping compares results and discusses the correct solutions for each object.
- Equally makes sense, show students the drawing tips on slide 19.
- Method 2: The No-Look Pass
- Working in pairs, 1 educatee wears a blindfold. The other educatee builds an object using up to four blocks.
- Holding the object, the blindfolded educatee describes to the partner the front, side and height views of the object.
- The partner draws ONLY what the blindfolded student describes, make annotation of missing or problematic features.
- Switch roles and echo steps A-C.
- Repeat steps A-D with five blocks.
- Repeat steps A-D with six blocks.
- If students are struggling with their drawings, show them slide twenty (aforementioned every bit Figure 2).
- Have students complete the worksheet. Notice and help as necessary.
Vocabulary/Definitions
orthographic views: A way to depict an object that shows three views of an object from the three planes in an orthogonal (right angle) coordinate system. The views correspond the exact shape of an object every bit seen from 1 side at a fourth dimension as you lot are looking perpendicularly to information technology. Depth is not shown. An orthographic cartoon is also called a multiview drawing.
spatial visualization: The ability to mentally dispense 2- and three-dimensional objects. It is typically measured with cognitive tests and is a predictor of success in Stem fields. Also referred to every bit visual-spatial power.
triangle-dot newspaper: A grid of dots arranged equidistant from one some other. Used in making isometric sketches. Besides called isometric paper.
Assessment
Pre-Activity Assessment
Question/Answer: Ask students:
- Why are orthographic drawings important to engineers? How do orthographic views help engineers to visualize something? (Betoken to brand: Orthographic views show the exact shapes and details of an object or structure seen from one side at a fourth dimension equally you lot are looking perpendicularly to information technology. That'south helpful to engineers who are communicating their designs to other people for accurate manufacturing or construction.)
- Challenge question: When might an engineer cull to use orthographic drawings instead of—or in add-on to—a single isometric drawing? (Point to make: Sometimes a single isometric drawing can provide a complete understanding an object, such equally a simple cube. In other cases, orthographic drawings of additional viewpoints are needed in society to accurately communicate all of an object'due south details. Going back to the example of a cube, if each side of the cube has different details, engineers would use orthographic drawings in guild to fully and accurately describe each cube side.)
Activity Embedded Cess
Worksheet: After completing the classroom instructions and group exercises, take students complete the Orthographic Drawings Worksheet. Observe whether students are able to draw the objects or if they are struggling. Aid them as necessary. Review their answers to judge their depth of understanding.
Mail-Activity Assessment
Discussion: Ask students to explain and describe their drawings with specific focus on orthographic views. What strategies did they utilise to draw their cube shapes? What were the limitations they experienced, if any? How did students solve any drawing challenges? Since everyone has worked through the same exercises, group sharing of their challenges and approaches informs the instructor of students' depth of understanding and provides their peers with relevant ideas and tips.
Activity Scaling
- For lower grades, spend more fourth dimension introducing the concept by having the unabridged course make the same object, giving students time to draw the iii orthographic views, and and then drawing them on an overhead projector as a class. This provides more time to fully practice and grasp the topic before branching off in pairs. Also, provide students with a longer time on the Block-n-Depict Relay.
- For higher grades, accept students utilize more than blocks to make more complicated objects. Also, during the Cake-n-Draw Relay, take each student draw all four isometric views of the object before passing the object to the side by side person. Adjust the fourth dimension allocation equally needed.
Copyright
© 2011 by Regents of the University of ColoradoContributors
Emily C. Gill; Jacob Segil; Emily BreidtSupporting Program
Engineering science Plus Degree Program, Academy of Colorado BoulderAcknowledgements
This activity was adult past the Engineering Plus caste program in the College of Engineering and Applied Science at the University of Colorado Boulder.
This lesson program and its associated activities were derived from a summertime workshop taught by Jacob Segil for undergraduate engineers at the University of Colorado Boulder. The activities have been adapted to suit the skill level of middle schoolhouse students, with suggestions on how to adapt activities to elementary or, in some instances, high schoolhouse level.
Last modified: May 6, 2022
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Source: https://www.teachengineering.org/activities/view/cub_spatviz_lesson01_activity2
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