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SolidWorks Lesson Plan

Cover Sheet for Exemplary Lessons/Units Project

Faculty Member Name:___K. Scott Kutz______________________ Date: _8-26-06_

School District: Westlake City Schools (Westlake High School – TechEd Dept.)____

Teacher’s School email address: kutz@________________________

Title of Lesson/Unit: “CONCEPT STRUCTURES IN ARCHITECTURE”_______

(Science, Technology, Engineering and Math) STEM Concepts Addressed:

Students will design, draw and ultimately build a (form study) scale model concept structure of a “Las Vegas-type” building to help them realize how the design of a structure/building requires the interaction of style, convenience, efficiency, and safety. They will be able to recognize the role of teamwork in engineering design and construction technology.

The students will utilize the design process to create a scale model of their structure/building and then evaluate and present their final solution and communicate their findings through a technical CAD (Computer Aided Design - SolidWorks) drawing and oral presentation. Las Vegas, a global benchmark in creativity and innovation, features state-of-the-art architecture, engineering, design, and construction technology practices (including emerging technology).

Length of instruction period: _2 weeks – 43-minute periods______

How many periods needed to implement lesson unit: _10 periods_________

Grade Level(s) for use: 11 or 12__________________________________

Objectives: Students will be able to:

1. Demonstrate problem solving skills and surface development techniques.

2. Illustrate (sketches, then final version with SolidWorks) isometric and multi-view (elevation) drawings of the concept structure.

3. Design and construct a scale model (form study – little/no detail) of the concept structure, made with matt board.

4. Describe how design is utilized in construction technology.

5. Identify structures in the area that are examples of the four different types of construction technology.

6. Identify local structures that use the six basic volumetric shapes in the design of a building or structure.

7. List structures that represent examples of design criteria that may influence the design of a building or structure.

8. Describe what effect the team approach has on the design of commercial buildings.

9. Forecast/predict what houses and buildings might look like in 10, 20, 30 or 100 years.

Materials:

For the teacher: Computer system with SolidWorks software

For the student: paper, pencil, ink, airbrush, frisket, colored pencils, markers, technical pens, mat board, cutting mat, construction paper, hobby knife, utility knife, metal cutting edge, glue stick, white glue, hot glue gun, elastic bands, masking tape, computer w/SolidWorks software.

Procedures:

Instructional Procedures:

Day One

1. Conduct the pre-assessment activities and follow Scoring Guidelines as described. Distribute the Attachment A, Scale Model Concept Structure, CAD Drawing and Presentation Rubric to students. Discuss the criteria and expectations for their final project.

2. Introduce students to different buildings from around the country and world through existing textbooks, posters, photographs, images or research on the Internet. At this point, specifically search and focus on the buildings in Las Vegas, one of the fastest-growing and most vibrant cities in the world.

3. Have students conduct an online search for information using the keywords: architectural style and selected terms from Attachment C.

Instructional Tips:

Discuss with the class buildings and structures in Las Vegas using questions such as:

• What shapes are similar among buildings and why? (Use the six basic volumetric shapes as a guide.)

• How different or alike are buildings that are adjacent to each other? (Structures next to each other in this situation may or may not share commonalities.)

• Select a structure and identify factors of style, convenience, efficiency or safety and determine how these factors might be incorporated into its design. Consider safety since the epicenters of earthquakes in the southwest part of the country occur near Las Vegas.

Assign teams in groups of two or three. Conduct a formative checkpoint:

Do all students understand the instructions and have all activities completed at this point? If "yes", initial the list, authorizing the team to move on to the next step.

Day Two

5. Help teams decide on the type of buildings they design using the city of Las Vegas as inspiration. They may select from a corporate center, casino, shopping center, hotel, police and fire stations, hospital, nature park entrance, school, office complex, city hall, museum, library, concert hall, convention center, tourist attraction or other community building.

Make a formative check: Do all students understand the instructions/concepts and have all activities/assignments completed at this point? If "yes", initial the list and authorize the team to move on to the next step.

Instructional Tip:

Use discretion in modifying the selection process by allowing each team to design a different structure and create an entirely new city, or have all teams design the same building.

6. Have each team identify and specifically list factors of style, convenience, efficiency and safety in their buildings and incorporate the factors into their designs. Team members produce several freehand pencil perspective sketches, and then, as a group, refine the sketches after discussing which design reflects the factors that interact best.

7. Encourage students to be creative and innovative in their designs. Suggest that student teams start their models by quickly making several rectangles (obtain small blocks of wood or locking plastic block pieces), arranging them in several different ways. Have them consider geodesic domes, cantilevers, curves and shapes on edge.

8. Have students conduct an online search for information using the keywords: scale model design, perspective sketches, sketching techniques, architectural models.

Formative Checkpoint: Do all students understand the instructions/concepts and have all activities/assignments completed at this point? If "yes", initial the list and allow the team to move on to the next step.

Instructional Tip:

To help students develop their designs, introduce or reinforce the elements of design (form, space, light and shadow, texture, line, color), principles of design (unity, repetition, rhythm, variety, emphasis, balance) and architectural styles. Refer to Attachment C, Exterior Architectural Styles – Light Construction.

9. Instruct each team to determine the sketch which best represents the interaction of the design factors, then assign one person on the team to begin the isometric CAD drawing, while the other team members begin the layout and construction of the model.

10. Through all phases of the design process, continually prompt the student teams to review and reflect on the interaction of factors that drive and influence design in construction technology. Encourage them to incorporate any “new” factor that they may “discover” through the design process into the design of their buildings. Inform them that many other interacting factors exist that help dictate form and function, such as building codes and ordinances. Have the School Library Media Specialist (SLMS) instruct students in using the Internet and other library resources to locate building codes and ordinances.

Formative Checkpoint: Do all students understand the instructions/concepts and have all activities/assignments completed at this point? If "yes", initial the list and allow the team to move on to the next step.

Day Three

11. Have students begin a pencil layout of the model on white mat board. Use a scale of 1/8 inch = one foot. Have them use a mat cutter with a metal cutting edge to cut out all shapes, and then glue them together with white glue. (Masking tape will help hold pieces together while the glue dries, and elastic bands can help act as a clamp, if needed.) The mat board model acts as a form study model, meaning it has little or no detail. Students can omit window or door openings in their model.

Formative Checkpoint: Do all students understand the instructions/concepts and have all activities/assignments completed at this point? If "yes", initial the list and allow the team to move on to the next step.

Instructional Tip:

Demonstrate proper safety procedures for using a utility and hobby knife. Students should use plastic cutting mats, work quietly and keep fingers out of the path of the blade. Require students to wear safety glasses.

Days Four through Eight

12. Have students work on both the CAD drawings and construction of the models.

13. Encourage students to include windows, doors, exterior materials, walkways, roadways and landscaping on the CAD drawing to convey the design factors.

Formative Checkpoint: Do all students understand the instructions/concepts and have all activities/assignments completed at this point? If "yes", initial the list and allow the team to move on to the next step.

Days Nine and 10

14. Have all teams complete their CAD drawings and models, including all details and embellishments.

15. Have teams make their presentations, conveying interacting factors that led to the final solution design of their structures. They may incorporate virtual reality into the presentation such as flyovers or walk-throughs or utilize an electronic whiteboard or plasma screen projector to make it easier for the audience to see the work.

Instructional Tip:

Before the student presentations, the teacher may choose to introduce, review or reinforce key aspects of a persuasive presentation. If available, ask an English or speech teacher or SLMS to assist.

16. Have students conduct an online search for information using the keywords: effective presentations, presentation techniques.

17. After all presentations, have students individually answer the six questions in Part Three of the Post-Assessment. If time permits, ask the class to share what they discovered and learned.

Differentiated Instructional Support:

Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).

• Arrange students in teams, or pair students with similar strengths or interests.

• Have students who are working toward meeting the standard make models out of alternate materials such as clay, wood blocks, graham crackers, sugar cubes, or plastic locking pieces.

• Have students who are working toward meeting the standards focus on only one or two of the factors that interact in the design of a structure. The SLMS may serve as an intervention specialist for these students.

• Have students exceeding the standard, add more design factors detail to CAD drawing, model, or create a movie or electronic presentation. The SLMS may assist gifted students on an individual or small group basis.

• Have students exceeding the standard create adjacent buildings to their original structure to create their own “mini-city” (sketched or CAD-produced).

Extensions:

• Have students take digital photographs of several commercial buildings in their own town or nearest big city and classify them according to style, convenience, efficiency and safety.

• Ask a local town planner, engineer, architect or building commissioner to discuss factors that influence the shape, size, height, materials and color used in new construction.

• Research and classify 10 different building (light construction) styles. Discuss how they might differ based on location, time period, culture, environment or technological factors. Make a three-dimensional pencil sketch of each building style.

• Substitute the Las Vegas theme with a Historic Neighborhood (urban restoration), local community or recreation center, Colonial Williamsburg, Habitat for Humanity or university campus theme.

• Have students take digital photographs of their models to integrate with their CAD drawing and to include in electronic presentations of their final design solutions.

• Videotape the presentation of each team to use for reference in future years as a good example or to use in an electronic portfolio.

• Have student teams participate in local architectural design competitions.

Home Connections:

• Have students research any current plans for new construction in their community to identify what type of construction it is and what factors may interact to influence the design.

• Have students investigate any new type of construction development in their community and how it has affected existing structures, such as traffic patterns, congestion, noise or elimination of a scenic view.

• Have students identify a particular building style based on a specific location (region) throughout the country and determine what driving factor(s) influenced the style such as southwest – Spanish style – tile and stucco used because of available and inexpensive materials; also reflects heritage/tradition/origin.

Vocabulary:

• CAD (Computer Aided Design) – the use of specialized computer software to assist in the process of designing a part, circuit, building, etc.

• civil construction – construction involving a large amount of earthwork, such as for roads, bridges, tunnels and airports.

• commercial construction – building construction for such business purposes such as offices, stores, and hotels.

• convenience – the ease of use

• design – the conscious effort to impose meaningful order.

• efficiency – the optimization of use

• elegant simplicity – optimal design resulting in a seamless blend of aesthetics and function.

• form – the mass or shape of a building or structure.

• function – the use, application, or practical nature of a building or structure.

• industrial construction – construction of factories, power generation plants, and other uses involving heavy stationary machinery for industrial purposes. Much industrial construction includes some building construction and some civil construction.

• light (residential) construction – building construction that involves the types of materials and construction practices normally found in the construction of a single family home

• safety – general practices or considerations of operation to prevent injury or harm

• style – the particular appearance or aesthetics of a building or structure

General Tips:

• Remind students of “safety first” when cutting their mat board shapes with the utility knives or hobby knives. Strictly prohibit conversation when a cutting blade is in use. Constantly monitor the cutting stations to ensure safety.

• Contain glue spills and extra or cut-off mat board pieces with a model-making area or stations with trash cans nearby.

• Before each presentation, remind each team to classify its building such as light/residential, industrial, civil or commercial and determine how members addressed the four interaction design factors in their final solution. Ask if it is evident in the model or CAD drawings, what exterior material they plan to utilize and would the building most likely require a new construction method.

Attachments:

Attachment A, Scale Model Concept Structure, CAD Drawing and Presentation Rubric

Attachment B, Post-Assessment, Part Three Answer Key for Questions

Attachment C, Exterior Architectural Styles – Light Construction

Attachment A

Scale Model Concept Structure, CAD Drawing and Presentation Rubric

|Category |Exceptional |Proficient |Fair |Very Poor/No Achievement|

| |4 |3 |2 |1 or 0 |

|Concept/Design (Elegant Simplicity) |Integrates design factors|Integrates design |Integrates design factors |Integrates design |

| |with exceptional |factors with above |with average creativity, |factors with below |

| |creativity, detail and |average creativity, |detail and innovation |average creativity, |

| |innovation |detail and innovation | |detail and innovation |

|Perspective, Thumbnail Sketches (Ideation)|Provides six or more |Provides four or five |Provides two or three |Provides one (or no) |

| |detailed, neat and |detailed, neat and |detailed, neat and labeled|detailed, neat and |

| |labeled examples |labeled examples |examples |labeled example |

|Isometric CAD Drawing |Neatly and successfully |Neatly and successfully|Neatly and successfully |Fails to complete |

| |completes drawing using |completes most of the |completes some of the |drawing or poorly |

| |proper drafting |drawing using proper |drawing using proper |presents drawing |

| |techniques and details |drafting techniques and|drafting techniques and | |

| | |details |details | |

| | | | | |

|Scale Model |Exhibits exceptional |Exhibits some neatness |Exhibits little neatness |Exhibits no neatness nor|

| |neatness and |and craftsmanship |and craftsmanship |craftsmanship |

| |craftsmanship | | | |

|Presentation |Demonstrates outstanding |Demonstrates above |Demonstrates average |Demonstrates little or |

| |communication, |average communication, |communication, |no communication, |

| |organization and clarity |organization and |organization, clarity of |organization and clarity|

| |of design factors to |clarity of design |design factors to audience|of design factors to |

| |audience |factors to audience | |audience |

|Teamwork |All group members |Some group members |Few group members |No group members |

| |demonstrate exceptional |demonstrate effective |participate or contribute |participate nor |

| |participation and |participation and | |contribute significantly|

| |contribution |contribution | | |

Attachment B

Post-Assessment, Part Three Answer Key for Questions

1. How is design utilized in construction technology?

Ensures that the wants and needs of the client are satisfied; the structure is thought out and well-planned; specific criteria are met; many interacting factors influence the design of a structure.

2. Identify structures in the area that are examples of the four different types of construction technology.

Light (residential) construction, commercial construction, industrial construction, and civil construction

3. Identify local structures that use the six basic volumetric shapes in the design of a building or structure.

Prism, sphere, hemisphere, cube, cylinder, cone

4. List structures that represent examples of design criteria that may influence the design of a building or structure.

Surrounding buildings and environment; materials used; safety features incorporated; location; efficiency of design; site access; review boards; exterior style; topography

5. What effect does the team approach have on the design of commercial buildings?

More complex; more creative; more efficient; greater size; more organized

6. What will houses and buildings be or look like in 10, 20, 30 or 100 years?

Buildings or structures in space; more energy efficient; more destruction-proof (tornadoes, hurricanes, insect or rodent, terrorism); multifunctional; more organic and creative designs

Attachment C

Exterior Architectural Styles – Light Construction

1. Georgian (formal balance; large entry on centerline; two-story columns; brick)

2. Saltbox (symmetrical; no porch; tapers to one story at rear)

3. Garrison (two-story; upper level extends past lower level)

4. Cape Cod (one level with a steep roof; dormers and shutters; symmetrical)

5. Federal (high covered entry porch or portico with columns; classical Greek and Roman style columns)

6. Greek Revival (large, boxlike; Greek proportions and ornamentation)

7. Southern Colonial (Georgian-like with porch extending length of house)

8. English (heavy timber and plaster; not symmetrical; diamond shaped glass)

9. Dutch (gambrel roof; two-story)

10. French (hip or mansard roof; two-story; rectangle shaped)

11. Spanish (one story; plaster; arches; flat or low-pitched tile roof; window grills)

12. Farmhouse (two-story; surrounded by a covered porch)

13. Ranch (one-level elongated floor plan covered by a low, sloping roof)

14. Victorian (ornate, irregular shapes; towers; wrought iron used)

15. Contemporary or Modern (clean lines with little or no trim; openness)

Driving Factors and Influences of Design in Architecture:

1. Relationships - of other structures and to its environment

2. Technology - Positive: materials, safety, construction methods and techniques

Negative: traffic congestion, less quiet/serenity (sociological/environmental impact)

Ludwig Mies van der Rohe – the architect of steel, believed that when technology reaches its full development in any culture, it immediately transcends into architecture. (Hepler, Donald and Paul Wallach. Architecture Drafting and Design. New York: McGraw-Hill Inc, 1965, pg. 418)

Oscar Niemeyer, the designer of Brasilia (planned city), operates on the premise that architectural freedom should be expressed through a conquest of space.

(Hepler, Donald and Paul Wallach. Architecture Drafting and Design. New York: McGraw-Hill Inc, 1965, pg. 418)

Eero Saarinen advanced the importance of relationships in stating, “Always design a thing by considering it in its next largest context – a dish on a table, a table in a room, a room in a house, a house in a neighborhood, a neighborhood in a city.”

(Hepler, Donald and Paul Wallach. Architecture Drafting and Design. New York: McGraw-Hill Inc, 1965, pg. 418)

Assessment:

Pre-Assessment:

Pose the following questions to the class:

• Define “design” as it relates to construction technology.

• Name the different types of buildings in a typically large or growing city.

• List the shapes of buildings in your community.

• Explain how a neighborhood influences the types of houses built there.

• Name two professionals who work on the same construction project and explain how they have to work together.

• Describe the newest building you have seen and consider how it differs from a similar existing one (consider form, function, and factors.)

Scoring Guidelines:

Ask students to volunteer their responses and discuss their observations and thoughts. Review student responses to determine if they understand the differences in the buildings of a typical city and how the interaction of many factors influences design. Modify and supplement further discussion to clarify. Review the six basic volumetric shapes: prism, sphere, hemisphere, cube, cylinder and cone.

Post-Assessment:

Post assessment consists of three parts:

1. Small group performance

2. Small group performance and presentation

3. Individual paper and pencil assessment

Make sure each student is aware that the scale model concept structure and technical drawing includes designing and building a scale model, technical drawing and the short answer questions sheet.

Part One: Have students design and build scale model concept structures of Las Vegas-type buildings to demonstrate how factors of style, convenience, efficiency and safety interact. Refer to Attachment A, Scale Model Concept Structure, SolidWorks Drawing and Presentation Rubric.

Part Two: Have students create several freehand, perspective pencil sketches, and then produce final isometric drawings on a CAD system using SolidWorks.

The group then presents its model and SolidWorks drawing and explains how the interaction of many factors influenced its final design solution. Refer to Attachment A.

Part Three: Have each student complete the short-answer questions about driving factors and influences in construction technology. Refer to Attachment B, Post-Assessment, Part Three Answer Key for Questions.

1. How is design utilized in construction technology?

2. What are the four different types of construction technology?

3. Name the six basic volumetric shapes used in the design of a building or structure.

4. List at least three factors that may influence the design of a building or structure.

5. What effect does the team approach have on the design of commercial buildings?

6. What will houses and buildings be and/or look like in 10, 20, 30 or 100 years?

Scoring Guidelines:

Refer to Attachment A, Scale Model Concept Structure, SolidWorks Drawing and Presentation Rubric, for criteria that students should use when designing, building and drawing their concept structures. Also, refer to Attachment B, Post-Assessment, Part Three Answer Key, for Questions, which includes teacher information to guide evaluation of student responses to the six questions.

_____________________________________________________________

Resources Used:

SolidWorks Teacher Guide and Student Coursework_

Hepler, Donald and Paul Wallach. Architecture Drafting and Design. New York: McGraw-Hill Inc, 1965, pg. 418.

Huth, Mark. Construction Technology. New York: Delmar Publishers, 1989.

Hacker, Michael and David Burghardt. Technology Education – Learning by Design. New Jersey: Pearson Prentice Hall, 2004.

Note: Use Web sites to further investigate construction technologies and the factors that influence the design of a building or structure. Have students conduct an online search for information using keywords: construction trades, resources, Department of Energy building technologies program, future home construction, sustainable shelters, straw-bale building, adobe buildings, and livable communities.

Copyrighted Materials:

• What materials did you employ from published sources?

See resources section

[pic]

“BELLA CASINO”

Directions for CAD Drawing – Step 1

Creating the Isometric View of “Bella Casino” using SolidWorks

Create a Simple Shape:

1. Start SolidWorks

2. Create a new part: File, New, Part

3. Change the Units to Inches: Document Properties, Units, Inches

4. Sketch a shape similar to the front view of the Casino above: Choose Sketch, Front plane, line tool

5. Smart Dimension: Dimension to approximate (symmetrical) shape of front view.

6. Extrude Feature: Extrude to approximate (proportional) size as seen above

7. Viewing the Casino:

Rotate: Hold the middle mouse button and rotate the view

Isometric: Use the standard views button to return to the Isometric View

Color: Change the color of the outside (Right click on one face

Choose Appearance, Color. Choose a color). Experiment with different combinations.

8. Save the part as “Bella Casino”, or name of your structure/building.

[pic]

Directions for CAD Drawing – Step 2

Creating the Multi-Views (Front and Right Side Elevations, Top view and Isometric View)

Create a Drawing from the Part:

1. File, Make Drawing from Part; Browse to open “Bella Casino”

2. Choose the first Landscape template

3. Move the pointer into the graphics area.

4. The pointer changes to a crosshair with a preview of the front view.

Click to place the front view

5. Move the pointer up, and click to place a second view (top view)

6. Move to the right and click to place the third view (Elevation – right side view)

7. Move diagonal (NE) to place a 4th view (isometric view)

8. Re-arrange/move/space the views if needed. You move a view by clicking and dragging when the pointer changes to a two-headed arrow.

16. Save as a Drawing.

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