01 PTC DesignQuest Curriculum

Introduction to engineering design
Middle school STEM curriculum

Teachers guide
Intro to engineering design
PTC DesignQuest Education Programme
W3-CURR-GLOBAL-2.0
1
Pro|ENGINEER Wildfire 3
Written by
Tim Brotherhood
These materials are 2008, Parametric Technology Corporation (PTC)

and acknowledged sources.
All rights reserved under copyright laws of the United Kingdom, United
States and other countries.
PTC, the PTC Logo, Pro|ENGINEER, Pro|DESKTOP, Wildfire, Windchill,
and all PTC product names and logos are trademarks or registered
trademarks of PTC and/or its subsidiaries in the United States and in other
countries.
Conditions of use
Copying and use of these materials is authorised only in the schools

colleges and universities of teachers who are authorised to teach
Pro|ENGINEER and Windchill in the classroom.
All other use is prohibited unless written permission is obtained from the
copyright holder.
Acknowledgements
Proofing and comments

Trialing materials -
Feedback
tbrotherhood@ptc.com
Product code
PTC www.ptc.com
To ensure these materials are of the highest quality, users are asked to
report errors to the author.
Suggestions for improvements and other activities are welcome.
PTC-CURR-GLOBAL-2.0
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Contents
Introduction ......................................................................................................................................... 6
History ................................................................................................................................................ 6
Software ............................................................................................................................................. 7
Curriculum........................................................................................................................................... 9
Where the PTC curriculum fits into schools............................................................................................... 9
Structure.............................................................................................................................................. 9
Localisation ....................................................................................................................................... 10
Teachers notes .................................................................................................................................. 10
Contents............................................................................................................................................ 13
Introduction ....................................................................................................................................... 14
Freedom to design and fail! ............................................................................................................. 14
Prior knowledge, understanding and skills............................................................................................. 15
Module aims and objectives ................................................................................................................ 15
Session one What is Design.............................................................................................................. 16
Session two How good is it? ............................................................................................................. 21
Session three Old and new ............................................................................................................... 29
Follow-on activities ............................................................................................................................. 32
Sports drink bottle Teachers notes ..................................................................................................... 38
Contents............................................................................................................................................ 39
Introduction ....................................................................................................................................... 41
How Sports bottle fits in ...................................................................................................................... 42
Outline plan of module ....................................................................................................................... 43
Session one (of twelve x 1 hour)........................................................................................................... 48
Session two (of twelve x 1 hour)........................................................................................................... 50
Session three -.................................................................................................................................... 52
Session four ....................................................................................................................................... 54
Session five ....................................................................................................................................... 56
Session six Own bottle shape............................................................................................................ 58
Session Seven NC/RP bottle ............................................................................................................. 60
Session eight ..................................................................................................................................... 62
Session nine Engineering drawing ..................................................................................................... 64
Session ten Finishing bottle prototype ................................................................................................. 66
Session eleven Preparation for presentation ........................................................................................ 68
Session twelve Electronic presentations............................................................................................... 70
Cam operated toy Teacher notes ....................................................................................................... 72
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Pro|ENGINEER Wildfire 3.0 Schools & Schools Advanced Edition......................................................... 72

Contents............................................................................................................................................ 74
How the Cam toy fits in....................................................................................................................... 75
Homework tasks................................................................................................................................. 77
Teachers notes .................................................................................................................................. 78
Introduction ....................................................................................................................................... 78
Session one Product analysis and design ............................................................................................ 81
Session two Cam mechanism assembly - workshop.............................................................................. 82
Session three Assembly of parts - CAD ............................................................................................... 82
Session four Other cam shapes ......................................................................................................... 84
Session five - Mechanism connections and kinematic movement............................................................... 84
Session six Own design.................................................................................................................... 86
Session seven New CAD component.................................................................................................. 86
Session eight Own CAD design......................................................................................................... 87
Session nine Final assembly .............................................................................................................. 88
Session ten Final assembly and testing ............................................................................................... 89
Session eleven New part creation...................................................................................................... 89
Session twelve Student presentations .................................................................................................. 91
Contents............................................................................................................................................ 95
Introduction ....................................................................................................................................... 96
How F1 in schools fits in ..................................................................................................................... 97
Prior knowledge, understanding and skills........................................................................................... 103
Lesson one (of twelve x 1 hour) .......................................................................................................... 103
Lesson two Car body Pro/ENGINEER............................................................................................ 104
Lesson three CNC machining .......................................................................................................... 106
Lesson four Part properties + Own design......................................................................................... 108
Lesson five - Assembly ....................................................................................................................... 109
Lesson six Finishing first design........................................................................................................ 112
Lesson seven Testing first design ...................................................................................................... 113
Lesson eight Refine own design ....................................................................................................... 114
Lesson nine Finishing design ........................................................................................................... 115
Lesson ten Rendered image............................................................................................................. 116
Lesson eleven Testing modified design.............................................................................................. 117
Lesson twelve Presentations ............................................................................................................. 118
Contents.......................................................................................................................................... 122
Introduction ..................................................................................................................................... 123
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How the Starchaser rocket fits in ........................................................................................................ 123

Teachers notes ................................................................................................................................ 126
Periscope ........................................................................................................................................ 131
Pro|ENGINEER - Wildfire 3.0 Schools Edition and Schools Advanced Edition ..................................... 131
Contents.......................................................................................................................................... 133
How Periscope fits in ........................................................................................................................ 134
Session outline Gantt chart ................................................................................................................ 135
Periscope Teachers Notes .............................................................................................................. 137
Session one (of twelve x 1 hour)......................................................................................................... 140
Session two Construct and test persicopes ........................................................................................ 142
Session three ................................................................................................................................... 142
Session four Light experiments ......................................................................................................... 144
Session five ..................................................................................................................................... 144
Session six Surface design .............................................................................................................. 145
Session seven .................................................................................................................................. 146
Session eight Print/make/test periscope ........................................................................................... 147
Session nine .................................................................................................................................... 147
Session ten Final assembly and testing ............................................................................................. 149
Session eleven Product analysis - Optical.......................................................................................... 149
Session twelve Student presentations ................................................................................................ 150
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Introduction
The PTC DesignQuest Global Education Programme
provides industry leading engineering software and
curriculum available to schools colleges and
universities around the world.
There is severe shortage of engineers and scientists in
most developed countries around the world. PTC has
been at the forefront of addressing this for more than
ten years through its global education programme.
PTC is addressing the shortage of engineers
History
Ten years ago PTC approached the British
Government offering 3D parametric modelling
software free to schools.
This was accepted on condition teachers

attended training to learn how to use the
software and how to teach using this cutting
edge new technology.
The scheme was an overnight success with

over 10,000 teachers trained in over 80% of
schools in England.
PTC has been supporting education for over 10 years
Since the introduction of PTC software in

England, the education programme has
spread around the globe.
Since the launch of Pro|ENGINEER

schools in these regions are now using
the industry standard parametric 3D
modeller.
PTCs DesignQuest Education Programme is Global
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Software
The software PTC makes available to schools is provided free or
at heavily subsidised prices.
Where a charge is made this only partially covers the cost of
the third party modules PTC pays a royalty to include in its
software.
It does this as an investment in the engineers of the future.
PTC subsidies every seat of

software in schools.
Schools Edition
Fully featured 3D parametric modelling software includes;
modelling, assemblies, drawings, animations, kinematic
analysis, sheet metal, mechanical assembly, mechanism
dynamics, advanced renderings and more
Pro|ENGINEER is available in: Insert languages
A free bonus for teachers attending training is
Pro|CONCEPT, With this easy to use 2D/3D digital
sketchbook students can quickly capture their best thinking.
Daniel Pledger D&T teacher
Simon Langton Grammar School for Boys
Schools Advanced Edition
All the features in Schools Edition plus; advanced surfacing,
finite element analysis, behavioural modelling, design
optimization and full CNC.
Due to third party royalties there is a nominal cost for Schools
Advanced Edition Refer to the localisation guide for your
country or contact schools@ptc.com stating the country where
you are located.
Mike Cargill Assistant Headteacher

South Hunsley Engineering College
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Mathcad 14 - Academic Edition

PTCs engineering calculations software is an excellent tool for
any course that uses mathematics. Today, engineering
calculations are in great demand by companies for a multitude
of reasons, especially for capturing and reusing their
intellectual property. Mathcad is easy to use and broadly
applicable across disciplines, plus it encourages collaboration
among teachers and students. Students learn by applying
Mathcad to experiment, investigate, and simulate, as well as
document their mathematical work. In addition, Mathcad can
be completely integrated with CAD software; the parameters
and dimensions from Pro/ENGINEER models can be passed
back to Mathcad for analysis of the design.
Windchill
Today's challenging global environment demands effective
collaboration. With Windchill ProjectLink, students can
securely harness the talents and energy of an entire team,
inside or outside of the school firewall.
Through a virtual workspace, Windchill ProjectLink provides
access to the right product development and project
management information at the right time, keeping the team
aligned, on-track, and moving forward.
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Curriculum
The PTC Curriculum is a comprehensive course in design engineering. It has been carefully structured for
secondary schools with the flexibility to be used in a number of ways.
Written in English, the curriculum is available in all regions of the world and includes; a detailed teachers
guide, comprehensive student booklets and mapping to national STEM subject requirements for England,
Scotland and North America.
Where the PTC curriculum fits into schools

The PTC DesignQuest curriculum
Is FREE to schools!
Provides an opportunity to modernise existing design and engineering courses;
Supports key aspects of discrete science and mathematics courses;
Is a complete course for discrete design, technology or engineering;
Is a complete course for cross curricular delivery of engineering.
Structure
The PTC DesignQuest middle school course comprises six modules carefully chosen to provide a wide range
of experiences for students.
Introduction to design This module encourages students to be inventive and introduces
them to the history of design, major design periods and the subskills of designing. The module draws together some of the best
design education materials.
Sports drink bottle This is a product design activity and teaches students how to use
Pro|ENGINEER to model a bottle and cap using extrude and
revolve features. It also considers manufacturing techniques in
school.
Cam toy This module introduces students to the mechanism module in the free
Schools Edition of Pro|ENGINEER. The context of a small cam
operated automata.
F1 in schools F/R type These two tutorials show students how to model cars for either of the
two F1 in schools formulae.
Starchaser rocket Bottom-up Starchaser is a UK company designing rockets for space tourism
and this module shows how to construct a solid rocket motor
powered model. Using the Schools Advanced Edition of
Pro|ENGINEER the model can be flown and a chart of altitude
against time plotted automatically.
Periscope This activity introduces students to the sheet metal module in the
Schools Edition of Pro|ENGINEER. Students learn how to model a

card periscope cut it out and construct a working periscope.
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Localisation
The PTC DesignQuest curriculum is already localised for England and the United Stated of America.
These separate documents are available to teachers when they attend official training. The localisation
documents include:
A description of the design and engineering curricula for that country or region and how the PTC
DesignQuest Curriculum can deliver complete design, engineering and technology courses and make
significant contributions to science and mathematics.
Mapping and/or sequencing to the national standards for all STEM subjects in the region
Teachers notes
The following sections contain detailed teachers notes for each of the modules
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Young Foresight
Introduction to design
Introduction to design Teachers guide
The Design & Making Centre
W3-SE-L1-000 -2.0
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Written and compiled by

Tim Brotherhood
These materials are 2008, Parametric Technology Corporation

(PTC) and acknowledged sources.
All rights reserved under copyright laws of the United Kingdom,
United States and other countries.
PTC, the PTC Logo, Pro|ENGINEER, Pro|DESKTOP, Wildfire,
Windchill, and all PTC product names and logos are trademarks or
registered trademarks of PTC and/or its subsidiaries in the United
States and in other countries.
Conditions of use
Copying and use of these materials is authorised only in the schools

colleges and universities of teachers who are authorised to teach
Pro|ENGINEER and Windchill in the classroom.
All other use is prohibited unless written permission is obtained from
the copyright holder.
Acknowledgements
David Barlex Young Foresight, Nuffield.

Alister Fraser Loughborough University, UK
Nathan Jenkins John Cabot Academy, Bristol, UK
Kevin Jones D&T Consultant
John Lee Sheffield Hallam University, UK
David Prest DMC Centre, Cornwall, UK
Gareth Stevens Island School, Hong Kong
Wallace and Grommit, Roland Emmet, Heath Robinson, Rube
Goldberg, Dyson, John Deere, Nike,
http://www.chindogu.com
Proofing and comments Alister Fraser
Trialing materials -
Feedback
Product code
PTC www.ptc.com
To ensure these materials are of the highest quality, users are asked
to report errors to the author.
Suggestions for improvements and other activities are welcome.
W3-SE-L1-000 -2.0
page 12 of 150
Contents
Introduction to design Teachers guide ............................................................................................... 11
Contents............................................................................................................................................ 13
Introduction ....................................................................................................................................... 14
Freedom to design and fail! ............................................................................................................. 14
Module aims and objectives ................................................................................................................ 15
Session one What is Design.............................................................................................................. 16
Sequence ....................................................................................................................................... 16
Session plan ................................................................................................................................... 17
Homework thinking outside the box ................................................................................................ 20
Session two How good is it? ............................................................................................................. 21
Sequence ....................................................................................................................................... 21
Session plan ................................................................................................................................... 24
Session three Old and new ............................................................................................................... 29
Sequence ....................................................................................................................................... 29
Session plan ................................................................................................................................... 31
Follow-on activities ............................................................................................................................. 32
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Introduction
This unit of work is the introductory module in the PTC DesignQuest curriculum for middle school age
children.
The sessions that follow are designed to provide school students with a brief introduction to design as a
structured process. The outcome will be a better knowledge and understanding of the processes of designing
and experience generating design ideas of their own.
Three classroom sessions are planned each one lasting 60 - 70 minutes and focussing on:
1. What is design? short activities to focus students on idea generation
2. How good is it? techniques for comparing and evaluating existing designs
3. Old and new Dip a toe into designs styles from the last century then do some blue-sky thinking for
the next century based on the latest cutting edge technology.
Freedom to design and fail!

Accepting the challenge to invent something new and innovative takes the individual into uncharted territory
and history lists the occasions when this has resulted in failure or worse still disaster.
Well know examples include the Tacoma Narrows suspension bridge, the Apollo one spacecraft fire and Coca
Colas Dasani water launch in the UK.
Other examples are shown on the third sheet from the Design and Making Centre printed with permission in
the students booklet.
Giving students the opportunity to design opens up the possibility of them failing. This puts many people off
but with appropriate challenges, the right resources and carefully targeted support and intervention, stimulating
design opportunities are possible.
This illustration from the Young Foresight Project illustrates this very well
Student
Comprehension
Open ended
challenge
Challenge
Divergent
Question
Generate
alternative
ideas
Refine,
test,
evaluate
Support
Convergent
Select and
develop
Intervene
Application
Make
Enable
Question
Evaluate
Celebrate
Teacher
Reproduced with permission from David Barlex, Young Foresight.
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Prior knowledge, understanding and skills

Learning
Teaching
Aware of design and the way designers work through
structured tasks and use a variety of strategies.
Questioning is one of the most important strategies for
teachers supporting students when designing. Providing a
direct answer to a students question can often narrow their
vision or constrain their thinking. Using phrases beginning
with Have you thought of.?, What would happen
if.? or Is there an alternative.? Can be the best way
to extend students thinking.
Students should:
Understand the term designer.
Be ware that designers help create new
products.
That design has a major impact on the
choices consumers make.
Be able to organise their work area and work
safely.
Everyone leading or supporting this project should work

through the tutorial themselves. This can be a useful team
building or professional development tool.
Use should be made of older students particularly to help
with sketching and visualising students ideas in the future
design activity.
Module aims and objectives

Aim
To raise awareness of the processes involved in designing new products and provide experience of product
evaluation, idea generation and design communication.
Objectives of the module

By the end of this module students will:
Be aware of:
the processes followed by designers;
some of the major design periods in the last century.
Understand:
that most design is in response to a clients specific needs;
that designs are often developments of previous products and systems;
the development of new materials, manufacturing processes and technologies can provide the catalyst
for new designs and in some cases major changes in styles.
Be able to:
evaluate and compare existing designs to assess their effectiveness;
communicate design ideas verbally and through annotated sketches;
generate simple design ideas that borrow features from a chosen period or style;
Invent products for the future based on the latest research.
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Session one What is Design

This session sets out to demonstrate this and start students thinking innovatively. It is based on and activity
from Designers in Residence and is used with their permission.
http://www.designersinresidence.co.uk/
Aim
During this activity students will be made aware of the difference between drawing and designing and begin
to generate ideas of their own.
Objectives
By the end of this activity students will:
Be aware
Of the importance of sketching as a method of recording ideas and communicating these to others.
That developing new designs involves risk with the chance of failure.
Understand
The difference between sketching and designing
That designers develop their ideas in different ways
That design is a cyclical process
The importance of retaining all design sketches for later reference.
Be able to
Sketch their ideas with annotations to explain their thinking and how the design functions
Sequence
Task one Design a toaster
The purpose of this task is to highlight the difference between drawing and designing. Experience shows that
almost 100% of students will sketch a conventional two slot box with lever on one end. Although their
drawings will vary considerably, ranging from simple 2D elevations to a realistic pictorial view the concepts or
designs will be very similar.
Note: Fine line pens are used to emphasise the importance of recording all ideas and thoughts. At an early
stage in their designing students should be encouraged to keep a design sketch book in the same way that
Leonardo da Vinci and most modern designers record their ideas.
Two questions should start the debrief; What are the similarities between the students designs and What
differences are there between them? The differences will be largely cosmetic.
Ask the question Did you draw what you thought a toaster should look like or design a new toaster that does
not yet exist? The conclusion will be they drew a toaster.
Before starting task two, ask the class to suggest what features of a toaster could be changed. List the
suggestions on the board recording all offerings. They might include; colour, shape, number of slots, position
of slots, opening flaps, swinging lid, hinged lid, free-standing/wall-mounted, etc
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Task two Design for a client

This task introduces the concept of designers working for a client who may know exactly what they want or
leave many of the decisions to the designer.
Task two requires students to design a toaster for the character on a flash card they select at random. The
extra requirement here is to consider the client and customise the design for the chosen profession.
Student responses should differ much more from this task due to the variety of professions and students
realising that design is often about doing things differently.
During the debrief you should praise all contributions, picking out from each drawing at least one difference or
unusual feature. Be prepared for the unexpected and you even be lucky and see examples of thinking outside
the box or true innovation!
Task three Drawing for a purpose

Designers use a variety of drawing styles ranging
from quick freehand sketches to photo-realistic
presentation drawings that are indistinguishable from
the final product.
In this task the student is asked to look at a designer

case study that includes a wide range of illustrations
to find as many different styles of drawing. The
results of their analysis are recorded on a matrix
linking purpose against target audience.
Session plan
Teaching
Able to sketch in 2D and 3D pictorial.
Prior to session
On arrival
Starter
Class
5 min
Task one
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Read through teachers notes and work

through the activities in this module.
When ready allow students into room.
Take role-call/register.
Introduce session Students will learn
about being designers and have the
opportunity to design their own products.
Learning
Ability to draw from observation 2D and
3D pictorial.
Students line up outside classroom quietly
ready to enter room.
Students enter room in an orderly
fashion, seated quietly, ready for session.
Students listen to introduction.
Issue fine line drawing pens and one

2/5cm square sticky-note to each
student.
Task one - Instruct students They
Students draw their design for a toaster
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Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
have 5 minutes to design a toaster.

Delay any questions until later.
Gather class around the displayed sticky

notes. Use questioning to pick out
similarities and differences between the
drawings.
on their sticky note.

Students display their finished sticky
notes at the front of class.
Students gather round display of notes
and offer answers
Expect many to be conventional two slot

rectangular.
Task two Character cards are provided
and each student given one larger sticky
note.
Ask the students to Design a toaster for
the character on their card.
Gather class around the displayed sticky
notes. Instruct students to Show their
character card then explain what is
special about their design for the chosen
character.
Students select a character card.

Students draw their design for a toaster
to reflect their chosen character
Students display their finished sticky
notes at the front of class.
Students gather round display of notes
and present their designs explaining
offer answers
Highlight any unusual or innovative

features.
Expect a wider range of ideas and
greater variety in the designs.
Explain designers would now review
and evaluate the initial sketches and
produce more ideas building on these.
Introduction
Class
5 mins
Introduce the concept of a cyclic

design process referring to the ITEA
model in the student workbook and the
James Dyson case study.
Students listen to explanation.
Refer to ITEA design loop model and

James Dyson case study in their
workbooks.
Task three
Groups
5 mins
Introduce the idea of drawing for a

particular audience. Pick out three
examples from the product designer case
study sheets in the student booklet.
Students listen and refer to designer case

study in their work book.
Individual
10 minutes
Instruct students to look through the sheets

looking for further examples
Discuss and complete recording grid
Ask the class for show of hands how

many found examples in all 32 boxes?
24+? 16+?
Indicate how many examples they found.
Plenary
Class
5 mins
Use questioning to identify differences

between activity one - drawing and
activity two - designing.
Contrast drawing versus designing.
Attentive
Highlight that, in just an hour, students

have moved from drawing what they
know and are familiar with to being
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innovative.
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Set homework task
Record homework in planners
Dismiss class
Leave quetly.
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Homework thinking outside the box

This activity should be self explanatory from the student booklet.
There are a great many examples of nonsense designs where logic and the laws of science and engineering
can be ignored.
This activity gets students to research a wide range of nonsense designs from Rube Goldberg, Heath Robinson,
Roland Emmett, Nick Park and Chindogu. The student booklet briefly explains these and offers hyperlinks to
additional web resources.
Students are asked to record three designs from different sources and write a brief explanation.
With this background students are then expected to brainstorm new ideas for nonsense designs and sketch one
of the ideas in detail with annotations.
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Session two How good is it?

Aim
During this activity students will learn about product evaluation. By comparing a range of existing designs
they will develop their own criteria, apply them to individual designs and arrive at a rank order.
Objectives
Be aware
that product evaluation is a key technique used in product design and development;
how product evaluation fits into the design loop.
Understand
how product evaluation provides vital information to inform subsequent product development;
that product evaluation may be based on a number of criteria including measurable standards, feelings or
opinions;
that product evaluation takes place at many different stages in the development of a new product or
system.
Be able to
develop criteria for product development and prioritise them;
compare a range of products against criteria and each other;
use the results of product evaluation to rank order designs.
Sequence
Task one Homework review
Students should bring to class their nonsense
designs.
In pairs they carry out the product evaluation
using the Pro-form from their student booklet.
The review of students nonsense designs is an opportunity to pick out some of the best ideas and highlight
unusual features.
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If it does not emerge naturally, highlight that normal values of aiming for something that would work well are
turned upside-down.
Task two We must be crackers!

The key focus here is giving students an opportunity to devise criteria for evaluating a product and apply this to
a number of examples eventually forming a rank order of fitness for purpose.
This activity was originally devised by John Lee and

Rowan Todd, lecturers at Sheffield Hallam University,
in one of the foremost teacher training departments in
the UK.
www.shu.ac.uk Add URL to department here
Their Design Toolkit for teachers was featured in three articles for the TEP News & Views Magazine.
www.tep.org.uk
The three articles are printed at the end of this section for your background reading.
For this activity to work it is important that students have a collection of real objects to try-out and evaluate.
Nut crackers were chosen for a number of reasons;
It should be relatively easy to gather together a collection of different nutcrackers by asking colleagues
or students to bring them to school. House clearance shops are another useful source of nutcrackers.
Most people are familiar with them.
Nuts are available for most of the year so testing can be carried out easily.
Most students will see this as a fun activity.
Aim to provide six different types of nutcracker with duplicates for the most common types that may be selected
as the reference set. This will avoid a bottleneck at the start of the task.
Once the reference set has been established, the initial judgement students make is a direct comparison
between the next example and the reference set. Faces are used to show better the same worse. The
completed example shows alternative methods of comparing, gathering opinion and recording results.
One other feature worth highlighting here is the mnemonic CAF QUE. Devised by Kevin Jones, an education
consultant and former design & technology teacher, this is now used extensively in schools as an aide-memoir
starting point for the key criteria to apply when evaluating products. Many schools create a poster to remind
students.
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Homework - Changing the way we think?

This task is on two parts.
First, students are asked to review three resource
sheets before choosing a design from each sheet
to document on the chart provided.
The second task requires students to research and
document an innovative product of their choosing.
Background information
The resources provided for this activity are printed in full in the student booklet and used with the kind
permission of David Prest, Director of the Designing and Making Centre.
www.designingandmakingcentre.co.uk
These are just a small part of a major resource pack created to help schools teach students about the
background to design and the processes and values designers use when creating new products.
Students should study the three sheets carefully to gain understanding and awareness of innovative designs.
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Products that changed the way we think/work (sheet 1) These examples show the close
relationship between new designs and styles and advances in materials, technology and manufacturing
processes.
Products that changed the way we think/work (sheet 2) Examples of iconic products and the
way designs evolve in response to technological developments and market demands.
Pushing the boundaries This highlights the risky nature of innovation. After the initial flash of
inspiration, major leaps in design have to be worked out using theory, experimentation, testing and sometimes
a little guesswork! The risks involved in innovative designs are greater than normal but the rewards can also
be much greater.
True innovation contrasts with the re-design of conventional products that can draw on years, decades or even
centuries of experience.
Session plan
Teaching
Prior to session
On arrival
Learning
Gather at least six types of nutcracker

and multiples of most common reference
types.
Completed session one and the

homework task Nonsense design.
When ready allow students into room

instructing them to post nonsense designs
at front.

fashion, post nonsense designs at front
then seated quietly, ready for session.
Task one
introduction
Class
5 min
Introduce session Product evaluation.
Instruct students to pair up and stand

by one of the displayed nonsense
designs. Ask students to discuss the
merits of the design and complete the first
blank row in the evaluation table.
Pair up and choose a nonsense design

to start.
Instruct pairs to rotate clockwise around

room to ensure all designs are covered.
Monitor pairs checking on task and
applying criteria correctly.
Task one
Pairs
10 mins
Scaffold the process for any pairs

having trouble.
Discuss the first design and complete

the first blank row in the evaluation table.
Student pairs move to discuss the merits
of the second design and complete the
second blank row in the evaluation table.
Move to next design and repeat
evaluation.
Repeat until five completed.
Challenge for greater depth and detail

where evaluation is superficial.
Select three most interesting designs for
task one plenary.
Task one
Plenary
Class
10 mins
Gather group around selected designs

in turn. For each one ask the owner to
explain what they do? How they work
and where the ideas came from?
Identify any interesting features.
If asked, be prepared to explain their

design and answer the questions.
Listen to key points identified by teacher
and relate them back to the design
challenge and evaluation criteria.
Recognise the criteria are being used in
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the reverse sense in this example.
Highlight the opposite sense of the
Will it work value criteria.
Task two
Introduction
Class
5 minutes
Reveal the collection of nutcrackers and

ask the purpose of nutcrackers?
Using Q+A elicit the functional,
ergonomic, aesthetic and even
entertainment value!
Introduce the task of evaluating real
products that must perform a clearly
defined task, i.e. crack and shell nuts.
Task two
Reference set/
Criteria
Pairs
10 minutes
Task two
Evaluation
Pairs
15 minutes
Task two
Summary
Class
5 minutes
Listen to introduction
From experience suggest purpose of
nutcrackers going beyond the functional.
Show the Concept Comparison Matrix and

briefly explain the need to devise criteria
for how it should be used.
Instruct pairs to select reference pair and
evaluate them, in the process arriving at a
set of evaluation criteria.
Select a reference pair of nutcrackers,

evaluate their effectiveness and
devise a set of evaluation criteria
recording this on the chart.
Monitor pairs working supporting,

intervening and challenging where
appropriate.
Pairs work through the other nutcrackers

carrying out the evaluation task.
Use Q+A to summarise the activity

devising criteria for product evaluation
and applying them using comparison.
Listen to summary responding when

asked to recall key points.
Point out the CAF QUE mnemonic

and prompt students to remember for
future use.
Record CAF QUE mnemonic in student

work book.
Record homework task in work book.
Set homework task Changing the way

we think
Alternative product evaluation

You are probably familiar with the television programme titled Dragons Den. When faced with an inventor
or entrepreneur they have never met before they have a very short time to carry out a form of product
evaluation in order to decide how likely the idea is to make money and whether to invest.
Schools sometimes use Dragons Den forums as an alternative method of evaluating students designs. The
dragons could be designers, teachers or fellow students? You might even give the panel members tokens or
play money to invest.
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Session three Old and new

Aim
The two activities here deliberately contrast in giving students a brief insight into the rich history of design
followed by an opportunity to invent new applications for some of the latest technology. .
Objectives
Be aware
of design styles and designers over the last 150 years;
of one of the latest technologies that is likely to have a major impact on our lives.
Understand
how design styles are influenced by contemporary culture;
how contemporary culture is influenced by emerging design styles;
that scientific discoveries and technological advances influence design.
Be able to
recognise major periods in design development;
generate a design of their own that borrows design cues from a design style;
propose applications for the technologies emerging from scientific research.
Sequence
Task one Homework review
A brief discussion at the start of the session reviews student responses to this task. The examples students
selected themselves will provide the teacher with an insight into what they consider are revolutionary products.
Where time allows, a useful extension activity would be researching when the technology students have
chosen was invented.
Task two Celebrating the past

Two background resources have been provided for this activity. The class can be divided into two groups with
each half exploring one of the resources. This will expose students to a greater variety of material and
broaden their responses.
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The first is a presentation created by Nathan Jenkins,

an Assistant Headteacher and teacher of Design &
Technology. It neatly summarises the major design
periods, products and key designers from the last 150
years.
The second resource is a web site that chronicles

technological developments that have contributed to
the modern world we live in.
This is an interactive site with extensive resources.
Teachers will need to direct students to prevent
unfocused browsing.
Task three Visions of the future

This activity uses a challenge from the Young Foresight project headed by David Barlex which aims to develop
creativity in students by removing as many constraints to creativity as possible. It does this in a number of
ways.
Many Young Foresight activities are based on the latest cutting-edge materials and technologies that are not
yet available as marketable products. The lack of existing applications for a chosen technology cuts out the
pre-conceived ideas that students will normally latch on to.
The challenges do not lead to manufacture, removing another constraint normally associated with designing in
schools.
On many occasions we hear teachers saying Children have great ideas, they just cannot draw/make them.
By getting an accomplished illustrator to record students design ideas and not making the chosen solution, the
Young Foresight challenges provide students with maximum opportunity to be truly creative.
The activity chosen for this task explores potential medical applications for nano-technology. A 5 minute video
clip sets the context for students who then work in groups. Small groups of students with one accomplished
illustrator let their imagination run riot, bouncing ideas off each other suggesting anything that comes into their
heads. The illustrator records the ideas by sketching with annotations. As the ideas crystallise and become
more detailed, the illustrations are more polished and in short space of time a well developed product design
results.
This Young Foresight Activity is used with permission. Materials to support many more activities like this can
be downloaded at: http://www.youngforesight.org/yf/www/default.asp
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Additional background resources

The following is an excellent web site providing more background examples of iconic design:
http://www.designboom.com/history.html
Session plan
Teaching
Task two - Computers to view the
presentation and web site.
Prior to session
Learning
Completed session one and the
homework task Nonsense design.
Task three - Video clip

Identify accomplished illustrators could
be professionals, art/ graphics teachers,
older students, peers.
On arrival
When ready allow students into room

instructing them to have their cutting
edge products homework ready.
Task one
Homework review
Class
10 minutes
Introduce session after homework

review, two activities looking at the
history of design and future thinking.
Select students one at a time to describe
their chosen product refer to prompts in
student booklet.
Challenge students to justify their
choice and expand on their reasons.
Task two
Celebrating the past
Introduction
Class
5 mins

fashion with cutting edge product
homework sheet ready then seated
quietly, ready for session.
Students listen to peer choices and

question where appropriate
Be prepared to describe and justify
their choice and respond to further
questioning.
Pair students on computers and

allocate half class to the History of
Design presentation and the other half to
the Making the Modern World web site.
Move quietly into pairs on computers.
Instruct students they have 15 minutes

to choose and become familiar with a
design style or period.
Instruct pairs to post final design

sketches around room when finished
Circulate around class.monitoring.
Task two
Hands-on
Pairs
15 mins
Task two
Plenary
Class
5 minutes
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Redirect when off-task, question to

challenge/ extend/ deepen
understanding.
Identify designs that capture the chosen
style well for plenary.
Circulate around selected posted designs.
Ask students to explain the features in their
design that were influenced by their
chosen style/ period.
Prompt where necessary to extend
Explore/ discuss the

presentation/web site to find a
style/period you and your partner like.
Agree and record responses to the
numbered list in the student booklet.
Post design sketches.
Listen to descriptions.
If asked, present own designs and explain

features included.
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description.
Task three Visions

of the future
Introduction
Class
5 minutes
Challenge other students to suggest any

other styling elements that could have been
used?
Suggest and/or respond to questions as

required.
Explain focus is creativity and invention.

No making and illustrators will record
ideas so let imagination run riot! View
video to learn about nana-technology.
Imagine how it could be used to create
new products.
Listen to explanation.
Show Video Nanotechnology

Group five students with each illustrator.
Instruct groups to brainstorm and
record ideas for presentation.
No constraints!
Task two
Visions of the future
Groups of 5
15 minutes
Task two
Plenary
Class
5 minutes
Watch video to learn about nanotechnology and try to imagine what

new designs it makes possible.
Circulate groups using Q+A to

support, challenge or extend as
necessary.
Group together
Brainstorm ideas based on video.
Scribes illustrate the ideas suggested
by group members.
Identify three most interesting designs

for plenary.
Ask spokesperson from each of the most
exciting designs to show their design
sketches and summarise the design.
Q+A to test recall of major themes for
three sessions.
Summarise - dismiss
Group to listen to presentations asking

questions where appropriate.
Spokesperson from chosen groups to
present.
Recall theme of each session.
Class leaves quietly.
Follow-on activities
This module was developed as the first unit of work in the PTC DesignQuest middle school design & technology
curriculum.
The complete middle school curriculum includes the following modules:
1. Introduction to Design
2. Sports Drink Bottle
3. Cam toy
4. Starchaser rocket bottom-up
5. Complete list from Windchill
All of these include comprehensive student booklets and teachers notes that include curriculum plans, schemes
of work, aims & objectives and detailed lesson plans. Where science and maths principles are used the
A complimentary high school engineering curriculum provides a complete and progressive design engineering
curriculum fully integrating Pro|ENGINEER the industry standard in 3D modelling CAD software.
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Both PTC DesignQuest curriculum and the Schools Edition of Pro|ENGINEER are free to schools that send a
teacher on official training. For more details go to:
www.ptc.com/schools
D:\PTCData\AA ProE\AA Curriculum\00-02a Middle School Course\02 Intro to design - Teachers' notes.doc
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Sports drink bottle Teachers notes

Pro|ENGINEER Wildfire 3.0
Sports drink bottle
Schools & Schools Advance Edition
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WF3M-SE-L1-001-1.3
Written by Copyright 2006, Parametric Technology Corporation (PTC)

Tim Brotherhood All rights reserved under copyright laws of the United Kingdom,
United States and other countries.
PTC, the PTC Logo, Pro|ENGINEER, Pro|DESKTOP, Wildfire,
Windchill, and all PTC product names and logos are
trademarks or registered trademarks of PTC and/or its
subsidiaries in the United States and in other countries.
Conditions of use Copying and use of these materials is authorised only in the
schools, colleges and universities of teachers who are
authorised to teach Pro|ENGINEER in the classroom.
All other use is prohibited unless written permission is obtained

from the copyright holder
Acknowledgements
Feedback In order to ensure these materials are of the highest quality,
users are asked to report errors to the author.
Suggestions for improvements and other activities would also be

very welcome.
Product code WF3M-SE-L1-001-1.3
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Contents
Contents............................................................................................................................................ 40
Introduction ....................................................................................................................................... 41
How Sports bottle fits in ...................................................................................................................... 42
Outline plan of module ....................................................................................................................... 43
Introduction .................................................................................................................................... 44
Prior knowledge, understanding and skills.......................................................................................... 46
Useful resources for this activity include: ............................................................................................ 47
Session one ....................................................................................................................................... 48
Session two ....................................................................................................................................... 50
Session three ..................................................................................................................................... 52
Session four ....................................................................................................................................... 54
Session five ....................................................................................................................................... 56
Session six......................................................................................................................................... 58
Session Seven .................................................................................................................................... 60
Session eight ..................................................................................................................................... 62
Session nine ...................................................................................................................................... 64
Session ten ........................................................................................................................................ 66
Session eleven ................................................................................................................................... 68
Session twelve.................................................................................................................................... 70
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Introduction
This tutorial and teacher resource has been produced by PTC in support of the PTC DesignQuest education
programme.
This module has a product design focus with the outcome students creating a
new design of plastic bottle for people taking part in sports.
In order to complete the design, students will be taught and learn about the
following:
The main types of thermo-plastic materials used to make drinks bottles
Common thermo-plastic bottle manufacturing processes
The key design features of thermo-plastic drinks bottles
How to create parametric 3D bottle shapes using Pro|ENGINEER.
Image of NC + vac form +

ptototype
Depending on the level of equipment in your school you should be able to

tackle this module through to manufacture. With a computer controlled
miller/router moulds can be machined and vacuum formed shells glued
together to create handling prototypes.
Schools with RP equipment can create fully functioning prototypes of

their sports bottles.
Image of foam model
Product design is a major part of any design curriculum and includes

consideration of visual appearance and ergonomics.
Opinions are split whether the models students create need to work
or whether a non functioning prototype is sufficient. Most important
is the overall balance of the course. Non working prototypes should
always be balanced by functioning systems and products.
Image of finished Remote

control
Image of RP Bottle
Image of PCB with spaghetti of wires
Best of all is to aim for a finished prototype that looks and feels like a
marketed product that is also fully functioning. With the increased
availability of low cost mechanical and electronic modules this is now much
easier to achieve.
Aim:
Students are taught how to use Pro|ENGINEER to model the body and cap of this bottle, assemble the parts
and then produce an engineering drawing.
With this knowledge, skills and understanding students are challenged to create a sports drink bottle of their
Wherever possible students should have the opportunity to make and test their designs. In this example
students designs can be manufactured using computer numerically controlled (CNC) machining & vacuum
forming or rapid prototyping (RP).
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Learning objectives
By the end of the computer modelling sessions pupils should:
Be aware:
Of the concepts of 3D parametric solid modelling using Pro/ENGINEER
Of the engineering drawing capabilities of Pro/ENGINEER
Be aware of product prototyping techniques
Understand:
The principles of 3D parametric solid modelling including part creation, assembly and drawing using
Pro/ENGINEER
How 3D solid modelling software be used to refine designs including parts and assemblies.
Understand the role of prototype models in product development
Be able to:
Create 3D solid model components from internal sketches using extrusions and revolves
Assemble components using assembly constraints
Create an engineering drawing using Pro/ENGINEER
Create a proof of concept model and e-folio presentation.
How Sports bottle fits in

The PTC DesignQuest Global
Curriculum for schools has these
modules for middle and high schools
with more being developed.
Students planning to continue their

studies after school have plenty of
choice as Pro|ENGINEER is used by
more universities than any other
parametric 3D modelling software.
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Pro/ENGINEER Wildfire 3
Sports drink bottle
Outline plan of module

This Gantt chart outlines the suggested timetable and duration of the planned sessions in this module.
Week one
1
2
Lessons (1 hr)
Design
Bottle
production
methods
Science
Extrude
bottle body
Product
analysis
Manufacture
Homework
Week two
3
4
Research
existing
designs
Week three
5
6
Finish bottle
Start cap
Week four
7
8
Own bottle
shape
Model
finishing
Process
diagram of
features
Final design
Start
e-folio
Expansion of
solids/liquids
Volume - mass/weight
Week six
11
12
Drawing
NC/ RP
body/cap
CNC v RP
Design
ideas
Finish cap
& assembly
Week five
9
10
Final
finishing
Complete
e-folio
Pupils
present
their
designs
Peer/
teacher
assess
Health &
Nutrition
Mathematics Volume/ surface area
ICT
Finding things out
Peer/ teacher assessment
Modelling
Communication
Key: Design
Science
Year 7 cam mechanism
Pro/ENGINEER
Homework
Mathematics
ICT
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Making
Presenting information
Presentation
PTC 2006
Sports drink bottle
Introduction
The Sports Drink bottle tutorial introduces Students to the skills and techniques needed to develop design ideas
within Pro/ENGINEER Wildfire 3.0.
During these tutorials users will learn how to create parts and assemblies within Pro|ENGINEER Wildfire 3.0,
and explore the D&T activities that are involved in the product design process
This tutorial and teacher resource has been produced by PTC and in support of the PTC Design & Technology
in Schools programme.
Pre-requisites
Pro|ENGINEER Widlfre 3.0 Schools Edition
or
Pro|ENGINEER Wildfire 3.0 Schools Advanced Edition
or
Pro|ENGINEER Wildfire 3.0 University Plus Edition
or
Pro|ENGINEER Wildfire 3.0 Student Edition
This tutorial contains screen and menu images taken from the Schools Edition so users of other Pro|ENGINEER
Editions may notice some slight differences.
This tutorial has also been based on the use of Pro|ENGINEER start parts & templates supplied as part of the
PTC D&T programme. While this tutorial can be used with other Pro|ENGINEER start parts there may be
changes required in terms of view orientation, datum plane and coordinate system references etc.
This tutorial requires no previous modelling experience in Pro|ENGINEER, however the user should be able to
navigate the Pro|ENGINEER Wildfire user Interface.
Pro|ENGINEER Wildfire requires the use of a 3 button mouse. If possible a mouse with a combined middle
wheel & button can improve user interaction with Pro|ENGINEER Wildfire.
Abbreviations and terminology used within this tutorial

Left-click
Left-click-drag
Right-click
Press and release the left-hand mouse button

Press and hold-down the left-hand mouse button and move the mouse
Press and release the right-hand mouse button
Middle-click
Press and release the middle mouse button
Middle-drag
Press and hold-down the middle mouse button and move the mouse
The aim of the tutorial is to introduce students to the basic solid-modelling process and techniques used within
Pro|ENGINEER Wildfire 3.0.
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Sports drink bottle
Installation and setup

These Installation notes have been complied based on a directory structure used as part of the PTC D&T
programme, the UK CAD in Schools initiative and the deployment of Pro|ENGINEER. Users not part of this
programme can still use this tutorial but may need to adapt either their Pro|ENGINEER configuration files or
the directory structure used in the tutorial.
Please ensure you have the required materials (LDPE..mat or LDPE.mtl) in the material library folder within
pro_standards.
The students will need to create a directory under their My documents or network folder called bottle.
Pro|ENGINEER functionality addressed in this tutorial.
Sketching
o 2D geometry creation & modification
Circles, Lines, Centrelines, Trimming.
References
o Geometric & dimensional constraints
Weak, Strong & Locked dimensions
Linear and angular dimensional constraints
Equal radius and tangent geometric constraints
Modelling
o Revolve
o Shell
o Extrude
o Patterning
o Parametric modifications
Assemblies
o Assembly constraints
Drawings
o Dimensioning
ICT areas addressed in this tutorial
Modelling
Communication
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Sports drink bottle
D&T subject areas addressed in this tutorial
Developing, planning and communicating ideas
Working with tools, equipment, materials and components to produce quality products
Evaluating processes and products
Knowledge and understanding of materials and components
Module objectives
By the end of this module students should:
Be aware:
o
Of the engineering drawing capabilities of Pro/ENGINEER
Be aware of product prototyping techniques
Understand:
o
The principles of 3D parametric solid modelling including part creation, assembly and drawing
using Pro/ENGINEER
How 3D solid modelling software be used to refine designs including parts and assemblies.
Understand the role of prototype models in product development
Be able to:
o
Create 3D solid model components from internal sketches using extrusions and revolves
Create an engineering drawing using Pro/ENGINEER
Create a proof of concept model and e-folio presentation.

Learning
Teaching
The teacher should be confident using
Pro/ENGINEER to create simple extruded/revolved
components from internal sketches, pattern features
and create assemblies.
In order to support students when they have
problems the teacher should also be comfortable
interrogating the model browser and editing profile
sketches.
Everyone leading or supporting this project should
work through the tutorial.
Students should:
Understand design briefs, the need for: detailed
design specification, planning and rigorous
evaluation.
Have experience of foam modelling.
Be aware of design for self (y7).
Have a basic knowledge of materials and making
skills of cutting, joining and finishing.
Be able to organise own work area and work safely.
Use should be made of a student CADCAM mentor

if one is available.
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Sports drink bottle
Useful resources for this activity include:

UK government curriculum
Designing posters
Coke bottle articles
http://www.standards.dfes.gov.uk/keystage3/respub/design/foreword/
http://www.designandmakingcentre.co.uk/curriculum/designing.asp?cat=designing+pack
http://www.onevision.co.uk/default.asp?id=1061
http://www.theavanti.com/LoewyCoke.html
http://en.wikipedia.org/wiki/Coca-Cola
Directory of design
consultants
Centre for Sustainable
Design
AME Design Consultants
Hyphen product design
Technology Student
Injection moulding company
Protomold
PTC www.ptc.com
http://www.designdirectory.co.uk/ind.htm
http://www.cfsd.org.uk/journal/
http://www.ame-design.co.uk/?gclid=CJzCgfzQlIgCFSbAJAoda3npOw
http://www.hyphendesign.com/?referrer=google_ad
http://www.technologystudent.com/equip1/blowm1.htm
http://www.protomold.com/Default.aspx?Redirect=true
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Sports drink bottle
Session one
Focus: Bottle production methods
Aim:
Students will learn about the different bottle production methods concentrating on thermo plastic polymer
materials and blow moulding. They will need to combine this understanding with early capability with
Pro/ENGINEER when designing and detailing their own bottle design later in the module.
Learning objectives:
By the end of this session students should:
Be aware:
of the production methods used to create plastic bottles;
that plastic drinks bottles may be made from different types of plastic;
the properties of different plastics vary.
Understand:
the limitations blow moulding techniques impose on bottle design;
the difference between thermo plastic and thermo setting plastic.
Be able to:
Suggest new bottle shapes that might be manufactured.
Sequence
Prior to this module gather a collection of empty plastic bottles made from a wide range of materials.
This session introduces the design challenge then teaches students about the materials used to make plastic
bottles and the production methods that make them. This will help inform students designing later in the
module.
With the increased emphasis on recycling, many
homes now have information cards with a key
showing the symbols moulded into bottles, which
material the bottle is made from and whether it can
be recycled. Your local community may have an
office or department with further information.
Insert image of recycling leaflet showing materials
You should focus on the manufacturing process/materials and the limitations these impose on the shape.
Introduce the module including the challenge by making links to health and well-being. Make explicit the
connections with sport and food technology who could be designing the drink to go in the bottle making sure it
is healthy, nutritious and provides an energy boost.
Session plan
Teaching
Prior to session
PTC www.ptc.com
Learning
Gather collection of plastic drinks

bottles of different designs and made
from different materials.
Elementary understanding of design

This could be the PTC DesignQuest on
Introduction to design module.
Print plastics information sheet for all
Line up quietly ready to enter room.
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Sports drink bottle
students
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
When quiet, admit students to room.

Register students.
Show the video of blow moulding
production methods.
Enter room and seated quietly ready to

begin. Answer register
Watch video
Listen to objectives.
Explain aims and objectives for session.
Explain task: identify materials for

bottles.
Issue plastics identification sheet and
demonstrate completing one line,
modelling what you are looking for
and where information can be found.
Sketch bottles on sheet.
Examine bottles to find recycling

symbols, match with information sheet
and complete sheet.
Debrief
Class
5 mins
Task two
Individual
10 mins
Demonstrate thermo plastic versus thermo

set plastic.
Debrief
Class
5 mins
Introduction
Class
5 mins
Task three
Groups
5 mins
Video repeat questions sheet
Individual
10 minutes
Plenary
Class
5 mins
Homework: Students are asked to research existing bottle designs for sports drinks and draw annotated
pictorial sketches of at least three. They should bring examples in for next session.
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Sports drink bottle
Session two
Focus: Product analysis
Aim:
Develop a clear understanding of existing sports drink bottles how they function, their shape, method of
manufacture and the information displayed on the outside.
By the end of the session students should:
Be aware:
o
of the different shapes of bottle and how this can be linked to a specific company.
Understand:
o
how the shape of plastic bottles is limited by the blow moulding manufacturing process.
Be able to:
o
suggest shapes that might appeal to the user and can be manufactured.
Sequence
This session engages the students in product analysis techniques to help students gain a clear understanding of
the range of sports drinks bottles, their materials, design, closure, holding, etc.
Useful resources to help with teaching and learning aspects of design can be found at:
http://www.standards.dfes.gov.uk/keystage3/respub/design/foreword/
Designing posters
http://www.designandmakingcentre.co.uk/curriculum/designing.asp?cat=designing+pack
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
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Sports drink bottle
Class
5 mins
Introduction
Class
5 mins
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
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Sports drink bottle
Session three
Focus Pro|ENGINEER modelling
Aim:
In this session students will learn about the Pro/ENGINEER graphical user interface (GUI) and be taught how
to create the body of a sports drink bottle.
Be aware of the part creation techniques using Pro|ENGINEER.
Understand the principles of sketch based features and direct features.
Be able to create valid sketch geometry.
Be able to create solid shapes using extrude and revolve features.
Be able to shell the shape to create a hollow part.
Sequence
Session plan
Session details
Teaching
Homework Collect responses from
week one task Product analysis
existing sports drink bottles.
Prior to session
Learning
Awareness about the range of
existing bottle products
Provided 2/3 web sites and suggested

library books.
Handling collection of sports drink
bottles.
Teachers PC with a range of CAD
models of different bottle designs preloaded
On arrival
Starter 5 min
Register instruct students to log-on

and start Pro/E. Eyes and ears front.
Students log-on to network and start

Pro/E
Reminder of challenge and introduce

task.
Students listen to introduction and watch

Pro/ENGINEER bottle examples gaining
an initial insight into the GUI
Show examples of bottle designs in

Pro/ENGINEER. Include some classic
designs including the coke bottle
shape.
Challenge students to identify the brand
from the shape
Demo - 10 mins
PTC www.ptc.com
Straight into swift whole class

demonstration using digital projector
From existing knowledge and

understanding, students are
challenged to identify brands from the
bottle shapes.
Students watch teacher demonstration

of frame assembly.
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Set working directory, start extrusion
feature, sketch base profile and
complete initial extrusion. Teacher
models techniques and procedures to
externalise the concepts for students. If
possible move students away from PCs
or lock using network management
software.
Indiv -15 mins
Demo - 10 mins
Sports drink bottle
They should not be allowed to follow on

their PC.
Teacher monitors individual work and

supports individuals with the help of
student CADCAM mentor if available
Students start extrusion feature, sketch

base profile complete extrusion
following step-by-step guide.
Instruct students to save work
Students save work.
Recap key principles using Q+A

GUI, screen navigation, sketch, feature.
Students expected to recount principles

and processes.
Demonstrate revolve feature and adding

neck extrusion and rounds.

of revolve feature, neck and rounds.
their PC.
Support as before
Students add handle revolve, extruded

neck and rounds following step-by-step
guide.
Instruct students to save work and logoff
Students save and log-off
Recap key objectives for the session

using Q+A.
Students able to recall key principles

and techniques using correct technical
vocabulary.
Indiv - 15 mins
5 mins - Plenary
Explain next CAD session will finish

bottle and start cap.
Homework
Students generate design ideas based on their understanding of the extrude and revolve features in
Pro|ENGINEER.
PTC www.ptc.com
page 53 of 150
Sports drink bottle
Session four
Focus: Comparison of CNC and RP
Aim:
In this session students will be introduced to computer controlled manufacturing processes including high
speed machining and rapid prototyping. Ideally by visiting a modern high-tech company or through
video/web based resources.
Be aware how 3D computer models can be manufactured by adding or subtracting material.
Be aware of applications for CNC and RP and the role they can play in shortening the time from
design to manufacture
Understand the way CNC machining works and the limitations the process has on the shapes that can
be made.
Understand the different rapid prototyping methods.
Be able to suggest shapes that can be made using CNC/RP technologies.
This session aims to give students a good understanding of modern Computer Aided Manufacture and is best
done by visiting a commercial site to see both CNC machining and rapid prototyping. Bureaus are
increasingly common often located at technology parks linked to universities and colleges.
A PowerPoint presentation is available that explains the difference between CNC and RP.
In addition, there are lots of useful resources on the web including:

Rapid Prototype Home page
MCP Technologies
Boxford
e-machine shop
http://www.cc.utah.edu/~asn8200/rapid.html
http://www.mcp-group.com/rpt/
http://www.boxford.co.uk/boxford/
http://www.emachineshop.com/
Sequence
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
PTC www.ptc.com
page 54 of 150
Sports drink bottle
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
Introduction
Class
5 mins
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
PTC www.ptc.com
page 55 of 150
Sports drink bottle
Session five
Focus - Pro|ENGINEER modelling
Aim:
In this session students build on the experience of revolving the handle void and are taught how to revolve the
cap with patterned ridges around the edge and a snap fit lip inside.
Be aware solids can be created using the revolve feature and features can be patterned
Understand the concepts underlying solid creation using sketch based features.
Understand that solids can be modified using direct features.
Be able to create solids using revolve features
Be able to modify solids using direct features
Sequence
Session plan
Session details
Prior to session
On arrival
Starter 5 min
Teaching
week three task Design ideas.


Pro/E
Brief Q+A recap on key concepts and

techniques from previous session.
Students recall from previous session.
Introduce aims and objectives for this

session

GUI, screen navigation.
Demonstrate shell feature and revolved
snap fit lip.
Support as before
Indiv - 15 mins
PTC www.ptc.com
Prior experience creating the bottle

body in the previous CAD session
Teachers PC with completed bottle cap

open on screen.

Set working directory.
Demo - 10 mins
Learning

and processes.
of shell, neck and lip.
their PC during the demonstration.
Students add rounds and shell
page 56 of 150
Save and close bottle
Start new part
Demo - 10 mins
Indiv -15 mins
start revolve, sketch cap profile,

complete revolve, repeat for internal lip
Teacher models techniques and
procedures to externalise the concepts
for students. If possible move students
away from PCs or lock using network
management software.
Sports drink bottle

of cap creation.

their PC.
Students start revolve feature, sketch

cap profile and complete revolve.
Internal lip is then created using
a revolve as reinforcement. Both
by following step-by-step guide.
Students save work.
5 mins - Plenary
Recap key objectives for the session

using Q+A.
Explain next CAD session will
assemble bottle.
Students able to recall key principles

and techniques using correct technical
vocabulary.
Homework
Students use their understanding of Pro/ENGINEER, existing bottle designs and bottle manufacturing processes
to design their own sports drink bottle that can be manufactured in school.
PTC www.ptc.com
page 57 of 150
Sports drink bottle
Session six
Focus - Pro|ENGINEER modelling own bottle shape
Aim:
In this session students build on the Pro/ENGINEER skills they have learned to model their own bottle design
on computer.
Be more aware of the possibilities and limitations of modelling 3D shapes using Pro/ENGINEER.
Be able to combine 3D sketch based features to create a simple bottle shape of their own design.
Be able to apply direct features to modify basic shapes.
Sequence
During this session students use the techniques they have learned in Pro/ENGINEER to model their own design
for a sports drink bottle.
Students should have the opportunity to see the designs of other students and share the highs and lows inherent
in learning new software.
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
Introduction
Class
5 mins
Task three
Groups
PTC www.ptc.com
page 58 of 150
Sports drink bottle
5 mins
Individual
10 minutes
Plenary
Class
5 mins
PTC www.ptc.com
page 59 of 150
Sports drink bottle
Session Seven
Focus Manufacture
Aim:
Students will use the available CNC machining or rapid prototyping equipment to manufacture the shape of
their bottle.
Be aware of the running costs of operating CNC/RP equipment
Be aware of downstream production techniques including vacuum forming, casting, moulding, etc.
Understand the health and safety requirements of operating CNC/RP equipment
Be able to use CNC/RP equipment under close supervision to create their own bottle design.
Focus:
The format for this session depends entirely on the type and quantity of manufacturing equipment the school
has and the level of technical support available. An absolute minimum provision would be a small 3D
engraver/mill used to produce a design in two halves that are then joined together. Schools should consider
downstream manufacturing processes like vacuum forming for prototyping designs.
Sequence
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
Introduction
Class
PTC www.ptc.com
page 60 of 150
Sports drink bottle
5 mins
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
Homework
complete a Modelling steps form explaining the sequence of feature creation for their own design of sports
drink bottle.
PTC www.ptc.com
page 61 of 150
Sports drink bottle
Session eight
Focus: Pro|ENGINEER assembly
In this session students are introduced to the assembly tools in Pro/ENGINEER combining the bottle and cap.
be aware how 3D parametric solid modelling software can create multi-part assemblies
Understand the principles of assembly in Pro/ENGINEER and the tools and procedures to accomplish
this.
Be able to assemble components using insert, mate and align constraints in Pro/ENGINEER.
Sequence
Session plan
Session details
Prior to session
Learning
Teaching
week three task Final design.
Start Pro/ENGINEER and load
completed assembly.
Completed the previous tasks creating

bottle body and cap using
Pro/ENGINEER with parts saved in
student documents folder.
On arrival


Pro/E
Starter 5 min
Ask individuals to describe something

new they learned in the previous CAD
sessions.
Students respond with new learning

recalled from previous sessions.
Listen to task
Introduce task and expected outcomes

Assemble the parts created in
previous sessions to produce a
complete sports drink bottle
assembly. Show completed model
and demonstrate kinematic rotation is
only movement of cap.
Demo - 10 mins

GUI, screen navigation, sketch, feature.

their PC.

of frame assembly.
Demonstrate creation of grip extrusion

and pattern around cap.
PTC www.ptc.com
page 62 of 150
Indiv - 15 mins
Demo 10 min
Support as before
Instruct students to save cap.
Starting assembly distinguish between
this and part file. Show adding
component and fixing in position. Add
cap and create assembly constraints.
Demo degrees of freedom of movement
using kinematics.
Sports drink bottle

Students add grip and pattern
round cap.
of bottle assembly. They are expected
to recognise the key concepts and
understand the sequence of operations
as a precursor to following the step-bystep guide.
Students should not be allowed to follow
on their PC.
Indiv - 15 min

Students assemble frame following

step-by-step guide.
Students save work.

Plenary - 5 min
PTC www.ptc.com
page 63 of 150
Sports drink bottle
Session nine
Focus - Engineering drawing
Aim:
In this session students are taught how to use Pro/ENGINEER to create an engineering drawing for their bottle
design.
Be aware of the international standards for engineering and technical drawings.
Understand how technical drawings are used for quality control, assembly and operation of products.
Be able to use Pro/ENGINEER to create an orthographic drawing of their bottle including a pictorial
view.
Sequence
Session plan
Session details
Prior to session
Teaching
Part and assembly files for the bottle
and cap should be available in the
students user area.
Start Pro/E with the completed assembly
loaded
Learning
Completed the preceding part creation
and assembly tasks.
Able to access the Pro/ENGINEER
bottle parts and assembly.
On arrival


Pro/E
Starter 5 min
Brief Q/A to check prior knowledge

and understanding of
engineering/technical drawings. Use
examples to explain the changing
purpose of drawings: blueprints, velum,
CAD, quality control, assembly,
maintenance, etc.
Respond to questions with previous

experience/ examples.


their PC.
Demo - 10 min
Listen to explanation Purpose of

drawings.

of frame assembly.
Demonstrate Task 18 Steps 1-22
Indiv 15 min
PTC www.ptc.com
Support as before.
Students use Pro|ENGINEER to create

new drawing with chosen template,
page 64 of 150
Sports drink bottle

adding three views.
Demo 10 min
Instruct students to save drawing.
Students save their work
Demonstrate from Task 18 - Steps 23-41
Students use Pro|ENGINEER to add

centre lines and dimensions to their
drawing. Students save their work.
Instruct students to save their drawing.

Indiv - 15 min
Plenary - 5 min
Support as before.

centre lines and dimensions to their
drawing.
Instruct students to save drawing and

close Pro|ENGINEER.
Students save their work and close

Pro|ENGINEER.
All pupils stand. Each pupil asked to

describe one of following: history/
modern uses of engineering drawings,
principles of creating drawings and
specific Pro/E tools and techniques.
When entire class seated, dismiss class.
Pupils choose an aspect of this session

and describe it. Correct responses
allow student to sit
Students leave when everyone has
provide a correct answer.
This completes the CAD sessions for this module
Homework
Students begin collating all their information into an e-presentation.
PTC www.ptc.com
page 65 of 150
Sports drink bottle
Session ten
Focus Finishing bottle prototype
Aim:
Students will use this session in the workshop to finely finish the surface of their prototype bottle and apply
information/ surface designs.
Be aware of:
o
a range of prototype finishing techniques.
Understand:
o
the role of handling prototypes in product development.
Be able to:
o
produce a well finished bottle prototype as a proof of concept design.
Sequence
Some students may need time during this session to complete the finishing of their foam CNC models in a
workshop.
You must make sure you are very clear about the health & safety implications for working with foam and take
all necessary precautions to keep yourself and others safe and healthy.
Many will be putting together their presentations ready to deliver during the next session.
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
PTC www.ptc.com
page 66 of 150
Sports drink bottle
Introduction
Class
5 mins
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
Homework
Students complete their e-presentation for delivery in the final session.
PTC www.ptc.com
page 67 of 150
Sports drink bottle
Session eleven
Focus Preparation for presentation
Aim:
During this session students will have time to finish collating and formatting their electronic presentations
describing their designs to the rest of the group.
Be aware:
o
of presentation techniques.
Understand:
o
the importance of message over special effects.
Be able to:
o
compile, sort and present information from a variety of sources.
use electronic presentation software to tell the story of their designing and making
Sequence
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
Introduction
Class
5 mins
PTC www.ptc.com
page 68 of 150
Sports drink bottle
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
PTC www.ptc.com
page 69 of 150
Sports drink bottle
Session twelve
Focus Electronic presentations
Aim:
During this session students will have time to deliver their presentations describing their designs to the rest of
the group.
Be aware:
o
of presentation techniques.
Understand:
o
the importance of message over special effects.
the need to relate to audiences
Be able to:
o
deliver presentations to peers.
Sequence
Session plan
Teaching
Learning
Prior to session
On arrival
Starter
Class
5 min
Task one
Individual
10 mins
Debrief
Class
5 mins
Task two
Individual
10 mins
Debrief
Class
5 mins
Introduction
Class
5 mins
PTC www.ptc.com
page 70 of 150
Sports drink bottle
Task three
Groups
5 mins
Individual
10 minutes
Plenary
Class
5 mins
Tim Brotherhood PTC, July 2006, 2007

D:\PTCData\AA ProE\AA Curriculum\00-02a Middle School Course\03 Sports Bottle - Teachers' notes.doc
PTC www.ptc.com
page 71 of 150
Sports drink bottle
Cam operated toy Teacher notes

Pro|ENGINEER Wildfire 3.0
Cam toy Teacher notes
Schools & Schools Advanced Edition
PTC www.ptc.com
page 72 of 150 -1.1

W3-SE-L1-002a
Sports drink bottle
Written by These materials are 2006, 2007 Parametric Technology

Tim Brotherhood Corporation (PTC)
All rights reserved under copyright laws of the United
Kingdom, United States and other countries.
PTC, the PTC Logo, Pro/ENGINEER, Pro/DESKTOP, Wildfire,
schools colleges and universities of teachers who are
authorised to teach Pro/ENGINEER in the classroom.
All other use is prohibited unless written permission is
obtained from the copyright holder.
Acknowledgements PTC - Mike Brown, Mark Fischer

Proofing and comments John Forth, John Myerson, Andrew
Dissington
D&T Association Richard Green and Kate Lamping
Trialing materials UK Pilot schools & Support centres

Suggestions for improvements and other activities would also

be very welcome.
Product code W3-SE-L1-002-1.4
PTC www.ptc.com
page 73 of 150
Sports drink bottle
Contents
Cam operated toy Teacher notes ....................................................................................................... 72
Pro|ENGINEER Wildfire 3.0 Schools & Schools Advanced Edition......................................................... 72
Contents............................................................................................................................................ 74
Design & Technology Year 7 scheme of work ....................................... Error! Bookmark not defined.
QCA 7E Activity week: Promotional item - Cam mechanism .............................................................. 75
Homework tasks................................................................................................................................. 77
Teachers notes .................................................................................................................................. 78
Introduction ....................................................................................................................................... 78
Pre-requisites .................................................................................................................................. 79
Abbreviations and terminology ......................................................................................................... 79
Installation and setup....................................................................................................................... 80
Pro|ENGINEER functionality in this project ....................................................................................... 80
Useful resources for this activity include: ............................................................................................ 81
Session one Product analysis and design ............................................................................................ 81
Session two Cam mechanism assembly - workshop.............................................................................. 82
Session three Assembly of parts - CAD ............................................................................................... 82
Session four Other cam shapes ......................................................................................................... 84
Session five - Mechanism connections and kinematic movement............................................................... 84
Session six Own design.................................................................................................................... 86
Session seven New CAD component.................................................................................................. 86
Session eight Own CAD design......................................................................................................... 87
Session nine Final assembly .............................................................................................................. 88
Session ten Final assembly and testing ............................................................................................... 89
Session eleven New part creation...................................................................................................... 89
Session twelve Student presentations .................................................................................................. 91
What you have learned ................................................................................................................... 91
PTC www.ptc.com
page 74 of 150
Sports drink bottle
How the Cam toy fits in


PTC www.ptc.com
page 75 of 150
Sports drink bottle
Session GANTT plan

Within the context of a promotional item for a company, students create an automata made from a cam operated mechanism they make from parts provided, together
with a part they design and make using CAM equipment. Pro/ENGINEER 3D parametric modelling software is used to assemble a virtual mechanism with a cam
connection, define an additional component and simulate motion using kinematics.
Week one
1
2
Lessons (1 hr)
Design
Science
Pro/E
frame
assembly
Product
analysis
Assemble
cam
mechanism
Manufacture
Homework
Design
analysis &
develop
Week three
5
6
Week four
7
8
Connection
cam link &
kinetic
movement
Try other
cam shapes
Design
ideas
New
component
Final design
Week five
9
10
Final
Assembly
Make pupil
design
Week six
11
12
Extension/
consolidate
Final
assembly
& testing
Create own
design part
Start
e-folio
Analytical
sketches
Applications of cams, cranks and slider

mechanisms
Forces - vectors
Complete
e-folio
Pupils
present
their
designs
Peer/
teacher
assess
???
Rotation/displacement graphs
Mathematics
ICT
Week two
3
4
Finding things out
Modelling
???
Key: Design
Science
Pro/ENGINEER
Homework
Mathematics
ICT
page 76 of 150
PTC 2006
Communication
Making
Presentation
Sports drink bottle
Homework tasks
Session 1 -
Pro/DESKTOP black box mechanisms with prompts for analysis of input v output (Home use of Pro/DESKTOP).
Session 3 -
Provide answer/marking sheet for Homework 2

Draw orthographic views of their design using a template with mechanism in place and outline for their component.
Session 5 -
Students complete final design sketches and detailed specification using template provided.
Session 7 -
Analyse existing products - Record sketches/comments on template with diagrams of common objects and prompts for analysis.
Session 9 -
Students create first draft of PowerPoint presentation on their design using template provided. Mobile note taker loan available for recording design
sketches.
Session 11 -
Students complete e-folio for presentation in final module.
Note: The module plans that follow provide outlines, aims and objectives for all sessions. In addition, detailed lesson plans are included for sessions where
Pro/ENGINEER activities are the main focus.
page 77 of 150
PTC 2006
Cam mechanism
Teachers notes
Introduction
This module is based on a project that is very popular in schools. It addresses the planning problem of squeezing a quart
into a pint pot by replacing some of the hand tool skills with teaching students how to how to use Pro|ENGINEER.
From a kit of parts supplied, students make a working mechanism while researching and designing their own component.
In parallel lessons students are taught how to use Pro|ENGINEER to model the mechanism including kinematic operation.
By the end of the module, students have working virtual and physical models enabling them to compare and contrast the
two methods of visualising and refining their ideas.
One of the major problems facing teachers trying to introduce CADCAM is

where the time comes from.
Image of quart into pint pot
Unless you have extra time you will need to take out existing activities to make
room.
Image of factory of the future
Remember the eleven year old students of today will start work in 5-10 years!
What design and manufacturing equipment will they be using?
Without being able to see into the future a good starting point is to look for
techniques you currently teach that are already obsolete in modern design
studios and manufacturing companies.
Image of old frame cam toy models
Image of drawing office of the past
Examples may be manual drawing/draughting and hand manufacture of

multiple identical components.
A great many schools already use this design challenge with students using a
more complex frame for the. This activity was written with a simplified frame
that could be provided as a set of pre-cut parts.
The reduction in time for making would free sufficient time to teach the
Pro|ENGINEER skills that students use to design their own model to go on top
of the mechanism.
Image of student CAD design
Aim:
Teach students how to make real and virtual models of a simple mechanical toy and contrast
modelling methods.
Objectives:
By the end of the module students should:
Be aware of:
physical and virtual 3D modelling techniques
simple cam mechanisms and toys that use them
PTC www.ptc.com
page 78 of 150
Cam mechanism
the concepts of 3D parametric solid modelling using Pro|ENGINEER
the kinematic simulation capabilities of Pro|ENGINEER
Understand:
the principles of 3D parametric solid modelling and mechanical simulation using

Pro|ENGINEER
how 3D solid modelling software be used to refine designs including parts, assemblies and
mechanisms.
the concepts behind simple cam mechanisms
Be able to:
use simple workshop techniques to assemble parts into a working mechanism
use Pro|ENGINEER to assemble parts into a working mechanism
use Pro|ENGINEER to create a new component using sketching and extrude
Pre-requisites
Pro|ENGINEER Wildfire 3.0 Schools Edition
or
or
or
This tutorial contains screen and menu images taken from the Schools Edition so Users of other Pro/ENGINEER Editions may
notice some slight differences.
This tutorial has also been based on the use of Pro|ENGINEER start parts & templates supplied as part of the PTC D&T
programme. While this tutorial can be used with other Pro|ENGINEER start parts there may be changes required in terms of
view orientation, datum plane and coordinate system references etc.
This tutorial requires no previous modelling experience in Pro|ENGINEER; however the User should be able to navigate
the Pro/ENGINEER Wildfire User Interface.
Pro|ENGINEER Wildfire requires the use of a 3 button mouse. If possible a mouse with a combined middle wheel & button
can improve User interaction with Pro|ENGINEER Wildfire.
Abbreviations and terminology

Left-click
Left-click-drag

Right-click
Right-hold
Press and hold-down the right mouse button
PTC www.ptc.com
page 79 of 150
Middle-click
Middle-click-drag
Cam mechanism

These Installation notes have been complied based on a directory structure used as part of the PTC D&T programme, the UK
CAD in Schools initiative and the deployment of Pro|ENGINEER. Users not part of this programme can still use this tutorial
but may need to adapt either their Pro|ENGINEER configuration files or the directory structure used in the tutorial.
This introductory tutorial was developed for secondary schools introducing Pro|ENGINEER, Wildfire 3. It assumes you
have one of the school versions of the software installed as well as the Metric/ISO Configuration/Template files and
library parts for these activities.
All sections of this tutorial can be carried out using the Schools Edition of Pro|ENGINEER.
Sample files
Students must also be able to access the library files. These can be downloaded from the PTC Education Programme
Windchill Project Link web site. Teachers will be given access to this site by their trainer. The Library files should be copied
into the working directory on your PC or network area.
Students should be instructed to create a directory under their documents/network user area called Cam_mechanism and
copy the tutorial files into it before starting.
Pro|ENGINEER functionality in this project

Assemblies
Adding components
Assembly constraints
Mechanisms
Cam connection
Kinematic movement
Sketching
2D geometry creation & modification
Circles, lines, centrelines, trimming.
References
Geometric & dimensional constraints
Weak, strong & Locked dimensions
Linear and angular dimensional constraints
Equal radius and tangent geometric constraints
Modelling
Revolve
Shell
Extrude
PTC www.ptc.com
page 80 of 150
Cam mechanism
Patterning

Learning
Teaching
Students should:
The teacher should be confident using Pro/ENGINEER to

create simple extruded components from internal sketches
and how to create assemblies and mechanical
connections.
Understand design briefs, the need for: detailed design

specification, planning and rigorous evaluation.
Have experience of simple mechanisms.
In order to support students when they have problems the

teacher should also be comfortable interrogating the
model browser and editing profile sketches.
Understand the concepts of input, process and output

Everyone leading or supporting this project should work

through the tutorial.
Have a basic knowledge of materials and making skills of

cutting, joining and finishing.
Use should be made of a student CADCAM mentor if one

is available.

Technology Student
www.technologystudent.com
Theory and design
Focus on mechanical toys
www.focuseducational.co.uk
Theory, design and ideas
Cabaret mechanical theatre
www.cabaret.co.uk
Examples and ideas
Flying pig!
http://www.flying-pig.co.uk/
Examples and ideas
Session one Product analysis and design

Focus:
This session introduces the challenge and involves students in product analysis of automata and toys from a variety of
sources including toy stores, and promotional items from burger outlets, etc.
For homework students are asked to generate ideas for their model that will sit on top of the cam mechanism.
Learning objectives
Be aware of:
the range of mechanical toys available.
Understand:
the mechanical principles used in toys to create movement.
Be able to:
evaluate existing products to identify the mechanism and how this is used to create
movement in the design.
suggest alternative designs they could make in school.
PTC www.ptc.com
page 81 of 150
Cam mechanism
Homework
Pro/DESKTOP black box mechanisms with prompts for analysis of input v output.
Resources can be downloaded from Teachernet http://www.teachernet.gov.uk/supportpack/module.aspx?t=2&s=5&y=&p=&m=18605
Session two Cam mechanism assembly - workshop

Focus
This session is workshop based with students being provided with a set of components. During the session students are
taught how to assemble the parts to create a working mechanism.
In the third session the same mechanism will be used as the context for teaching students how to use Pro|ENGINEER.
Learning objectives
Be aware of:
the range of mechanical toys available.
Understand:
the mechanical principles used in toys to create movement.
Be able to:
evaluate existing products to identify the mechanism and how this is used to create
movement in the design.
suggest alternative designs they could make in school.
Session three Assembly of parts - CAD

In this module students will learn about the Pro/ENGINEER graphical user interface (GUI) and be taught how to assemble
the frame components for a simple cam mechanism.
Be aware of
overall concepts and brief history of CADCAM
how 3D parametric solid modelling software can create multi-part assemblies
Understand
the procedures necessary for assembly in Pro/ENGINEER
how using 3D modelling software can help designers and engineers try out ideas and refine
the detailed design of products
PTC www.ptc.com
page 82 of 150
Cam mechanism
Be able to
assemble components using insert, mate and align constraints in Pro/ENGINEER
Create mechanical connections including pin, slider and cam

Learning
Teaching
Prior to module
Homework Collect responses from week

one task exploration of Pro/DESKTOP
mechanisms and Research and record
examples of toys that have simple
mechanisms.
Introduced concepts and principles of

mechanisms, specifically
cam/follower.
Awareness of range of existing
products that use cam mechanisms
Provided 2/3 web sites and suggested

library books.
Handling collection of automata/toys.
On arrival
Register instruct students to log-on and

start Pro/E. Eyes and ears front.

Pro|E
Starter 5 min

Mind map what is CAD? using Q+A
recording points on board no
explanation at this point, explain return to
points at end of module.
From their limited experience and prior

knowledge and understanding,
students are expected to suggest what they
think CAD is.
Students watch teacher demonstration of
frame assembly.
Demo - 10 mins

assembly of frame. Teacher models
techniques and procedures to externalise
the concepts for students. If possible move
students away from PCs or lock using
network management software.
supports individuals with the help of student
CADCAM mentor if available
Students assemble frame following stepby-step guide.
Indiv -15 mins

their PC.
Students save work.
Demo - 5 mins
Recap key principles using Q+A GUI,

screen navigation, assembly techniques.

and processes.
Demo adding mechanical connections for

follower and cam spindle.

frame assembly.
their PC.
Support as before
Indiv - 15 mins
Instruct students to save work and log-off
Students add mechanical connections

10 mins - Plenary
Show PP What is CAD Ask students to

comment on comparisons with points from
starter Q+A.
Students identify key elements from PP

and make links to points recorded during
initial mind map activity.
Recap key objectives for the module and

explain next CAD module will complete
PTC www.ptc.com
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Cam mechanism
assembly of the basic mechanism.
Homework
Provide answer/marking sheet for - Draw orthographic views of their design using a template with mechanism in place and
outline for their component.
Session four Other cam shapes

Using physical models, students will explore the movement created by a range of different cam shapes. Using this analysis
they will decide which shape of cam will provide the most appropriate movement for their design.
Be aware:
how shaped cams create movement in a follower.
Understand:
the relationship between the cam shape and follower movement.
Be able to:
choose a cam shape that will create the most appropriate movement for your design
Session five - Mechanism connections and kinematic movement

Students complete the assembly by adding slider connection to the follower and pin connection to the cam spindle subassembly.
To complete the mechanism students create a cam connection between the cam and the end of the follower. At the end of
the module students should be able to operate the mechanism kinematically on screen.
Be aware of
mechanical connections and how they differ from assembly constraints
kinematic motion simulation in Pro/ENGINEER and how it is used to test and demonstrate
mechanisms.
Understand
the concepts behind mechanical connections including, types of connection and degrees of
freedom each affords.
the concepts behind kinematic motion, in particular the lack of physical properties including
collision detection, forces, inertia, friction, etc.
Be able to
PTC www.ptc.com
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Cam mechanism
add a cam mechanical connection using Pro/ENGINEER.
operate their mechanism kinematically on screen.
Module details
Prior to module
Learning
Teaching
Homework collect student designs for
part to go on top of mechanism.
Complete homework Design ideas.
Open completed cam toy assembly in

Pro/ENGINEER.
On arrival
Starter 10 min

start Pro/E. Eyes and ears front. Collect
HW

Pro|E
Demonstrate kinetic mechanism using

digital projector. Q+A mechanisms based
on HW task.
Students watch demonstration
Explain objectives for the module.

Demo - 15 min
Indiv - 15 min
Hand in HW
Students able to identify cam mechanism

and describe alternatives and
input/output.
Using digital projector demonstrate

changing to mechanism application and
creating cam connection. Make links to
product analysis and Pro/D exploration of
simple mechanisms.

flattening net.

support/intervene with individuals. Use
CADCAM mentor if one is available.
Students open their model and using

mechanism adding cam connection

their PC.
Students save work.

Recap/demo - 10 min
Use Q+A to check understanding/

reinforce software procedure and
concepts involved in mechanical
connections
Demonstrate fixing frame and kinematic
motion using the drag tool.
Consider using student mentor to perform
demonstration with teacher commentary
Indiv 10 min
Plenary - 5 min
Students respond from experiences with

software/ modules/ homework.
flattening net.
their PC.

supports/intervenes with individuals.
Use CADCAM mentor if one is available.
Students fix frame and experiment with

drag tool to animate their mechanism
Prompt to save and log-off.
Students save work. Log off.
Recap learning objectives with Q+A.

software.
Homework
Students complete final design sketches and detailed specification using template provided.
PTC www.ptc.com
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Cam mechanism
Session six Own design

Here students will have the opportunity to create a Pro|ENGINEER model of the design they have been working on.
Students designs will sit on top of the follower and move when the cam mechanism is operated.
Be aware of:
the linear motion available at the follower, generated by a cam.
Understand:
the concepts behind transfer of motion using levers and linkages.
Be able to:
use Pro/ENGINEER to create simple shapes.
use Pro/ENGINEER to assemble and link their own parts to the cam mechanism.
Session seven New CAD component

In this module students are shown how to use Pro/ENGINEER to use the sketcher to draw a profile that is extruded to create
a new component.
Be aware of:
features and how they build to create simple engineering components.
Understand:
the concepts behind sketching and sketch based features in Pro|ENGINEER.
Be able to:
use Pro|ENGINEER to create an extrusion feature using an internal sketch.
use sketching and editing tools to create a valid profile suitable for extrusion.
Module details
Prior to module
On arrival
Learning
Teaching
Collect homework Final design for
component to go on cam mechanism
Instruct students to start Pro/ENGINEER
and set working directory.
Students hand-in homework

Students log-on, start Pro|ENGINEER
and set working directory
Eyes and ears front.

Starter 5 min
PTC www.ptc.com
Explain concept of part creation using

sketch based feature (extrusion) Describe
differences between internal/ external
sketches including advantages/

Students understand concepts prior to
application.
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Cam mechanism
disadvantages. Warn of quiz at end of
module.
(Loughborough University Christmas
decoration models are very useful to
demonstrate concept.)
Demo 10 min
Indiv - 15 min
Teacher/mentor demonstrates new part,

start extrude, select datum plane, sketching,
complete extrude feature.
Students watch demonstration making

link between practice and principles.

supports/intervenes with individuals.

Use CADCAM mentor if one is available.

At end instruct save work and remind of
homework analytical sketches of
mechanism ready for e-folio.
Demo - 10 min
Indiv 10 mins
Plenary - 10 min
Students should not be allowed to follow on

their PCs
Students save work.

Copy homework into planner.
Brief Q+A to recap basic

concepts/principles of sketching.
Students recall concepts/principles from

previous hands-on
Using digital projector to display sketcher

poster explain dimensional/ geometric
constraints. Make clear this is the key to
successful sketching.
Students watch demonstration.
Monitor individual work with help of

student mentor if available.
Students complete their sketching and

extrude part following step-by-step guide.
Instruct students to save and log-off
Students save work.
Quiz to recap Ask students to stand

and volunteer a concept or procedure for
part creation. On correct answer students
can sit. Repeat until everyone sitting
Students stand. Hands up to offer

concept/ procedure. Sit on correct
response.
Dismiss class.
Homework
Analyse existing products - Record sketches/comments on template with diagrams of common objects and prompts for
analysis.
Session eight Own CAD design

Students create their own design using Pro|ENGINEER.
Be aware:
how new parts are created from scratch.
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Cam mechanism
Understand:
the concepts behind part creation including internal sketches
Be able to:
create a valid sketch for extrusion
create a successful extrusion from their sketch.
Session nine Final assembly

Students assemble their part onto the cam mechanism. The movement is then simulated on screen using kinematic motion.
Learning objectives
By the end of this module students should
Be aware of:
kinematic motion simulation in Pro/ENGINEER and how it is used to test and demonstrate
mechanisms.
Understand:
the concepts behind kinematic motion, in particular the lack of physical properties including
collision detection, forces, inertia, friction, etc.
Be able to:
demonstrate capability in assembling components using Pro/ENGINEER.
apply prior learning by adding their component to the wind sculpture.
operate their mechanism kinematically on screen.
Module details
Prior to module
Learning
Teaching
Collect homework on analytical sketches of
mechanisms.
Complete and hand-in homework
Assembly sans designed component open

on screen.
On arrival
Starter 5 min
Demo - 5 min
Indiv 15 min
PTC www.ptc.com
In quickly instruct to log-in and start

Pro|E while taking register.
Log-in and start Pro|E

Answer names.
Using wooden blocks/ sheet acrylic

demonstrate assembly constraints ask
students to name constraints.
Name assembly constraints for block

positions.
Brief Q+A to recap concepts/principles of

assembly. Using digital projector
Demonstrate assembly of part to
follower.
Monitor individual work along with

student mentor if available. Intervention
Students assemble their component to the

follower in the assembly.
Student records names on whiteboard.
No access to computers during

demonstration.
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when necessary to redirect/ reinforce.
Save assembly.
Instruct students to save assembly

Recap 5 min
Q+A recap concepts and sequence for

assembly of components.
Students answer questions to demonstrate

understanding/recall.
Demo 5 min

kinetic movement using the drag tool to
rotate the handle.
Indiv - 10 min
Support students, intervening where

necessary to reinforce/ correct practice.
Students experiment with kinetic

movement using drag tool
Plenary - 5 min
Recap learning objectives.
Students watch PP to gain awareness of

mechanism/animation capabilities of
Pro/ENGINEER.
Show using digital projector animations

of kinematic motion created from Pro/E
mechanisms.
Homework
Students create first draft of PowerPoint presentation on their design using template provided. Mobile note taker loan
available for recording design sketches.
Session ten Final assembly and testing

Students assemble their part onto the cam mechanism. The operation is then tested and any fettling carried out to make the
final design operate efficiently.
Be aware of:
assembly techniques, the need for adjustments to ensure efficient operation and techniques
that can improve how mechanisms work.
Understand:
what to look for when testing a mechanism and the range of changes that can be made
including; alignment, lubrication, clearance, etc.
Be able to:
test and fettle their mechanism.
Session eleven New part creation

Parametric sketching is a key technique in Pro/ENGINEER and this session gives students the chance to experiment creating
one or more alternative components. More capable students may create a sub-assembly made up of several parts.
Students are also expected to collate evidence of their work into an e-folio record.
PTC www.ptc.com
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Be aware:
of design alternatives for part creation.
Understand:
the key procedures in creating a new component and adding it to an assembly or replacing
an existing component.
Be able to:
create a simple component/assembly and add/replace it in an assembly.
Module details
Prior to module
On arrival
Learning
Teaching
Monitor e-folios sent as homework
Instruct students to log-in and start
Pro/ENGINEER. Take register
Compile and send e-folio draft to teacher.

Pro|E
Starter 5 min
Brief Q+A recap of overall concepts/

sequence of part creation, assembly and
kinematic testing.
Students Answer to demonstrate

understanding.
Set challenge 5 min
Set challenge to create new model to go

on mechanism. Differentiated at three
levels:
Students listen to challenge and refer to

their design sheets for components to go on
their mechanisms.
All create an alternative component

Most create more than one alternative
component.
Some create a simple assembly
Indiv - 20 min


component/assembly.
Save their work

Extend task 5 min
Pair students (confident with beginner) to

share models to extend range of
assemblies.
Students identify partner for next activity.
In pairs - 10 min
Teacher monitors class activity/network

usage. Identify examples for show and
tell plenary.
Pairs of students share components via

email/shared network folders.
Plenary - 5 min
Recap module and module learning

objectives.
Identified students demonstrate their

mechanisms.
Brief show and tell of good examples

identified during paired activity.
Homework
Students complete e-folio for presentation in final session.
PTC www.ptc.com
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Cam mechanism
Session twelve Student presentations

Focus:
Students will have the opportunity to present their work using presentation software and a digital projector.
Be aware of:
The concepts involved in presenting to peers.
Understand:
the key procedures in creating an electronic presentation.
the techniques of creating an electronic presentation.
Be able to:
capture screen activity and insert this into presentation software.
format their presentation to tell the story of their design development.
What you have learned

Having completed this module you should now:
Be aware:
Of the kinematic simulation capabilities of Pro/ENGINEER
Understand:
The principles of 3D parametric solid modelling and mechanical simulation using

Pro/ENGINEER
How 3D solid modelling software be used to refine designs including parts, assemblies and
mechanisms.
Be able to:
Create 3D solid model components from scratch using extrusions and internal sketches
Assemble a cam mechanism using connections in the mechanism module of

Pro/ENGINEER
PTC www.ptc.com
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Cam mechanism
D:\PTCData\AA ProE\AA Curriculum\01-02a Cam toy\Cam mechanism - lesson plan.doc
PTC www.ptc.com
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Cam mechanism
CO2 dragster car Teachers notes

Pro|ENGINEER - Wildfire 3.0
CO2 dragster
Schools and Schools Advanced Edition
W3-SE-L1-006-2.0
PTC www.ptc.com
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Cam mechanism
Written by These materials are 2007, Parametric Technology

Acknowledgements Gavin Quinlan Honeycomb Solutions

Proofing - Andrew Dissington
Trialing Schools attending INSET in Ireland at Honeycomb
Solutions - Autumn 2006


be very welcome.
Product code W3-SE-L1-006-2.0
PTC www.ptc.com
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Cam mechanism
Contents
CO2 dragster car Teachers notes ...................................................................................................... 93
Pro|ENGINEER - Wildfire 3.0 ............................................................................................................ 93
Schools and Schools Advanced Edition................................................................................................. 93
Contents............................................................................................................................................ 95
QCA 7E Activity week: CO2 dragster car.......................................... Error! Bookmark not defined.
Teachers notes .................................................................................................................................. 96
Introduction .................................................................................................................................... 96
Pre-requisites ................................................................................................................................ 100
Abbreviations and terminology ....................................................................................................... 100
2
Installation and setup..................................................................................................................... 100

Pro|ENGINEER functionality in this project ...................................................................................... 101
ICT areas addressed in this tutorial.................................................................................................. 102
D&T subject areas addressed in this tutorial ..................................................................................... 102
Useful resources for this activity include: .......................................................................................... 103
Lesson three CNC machining .......................................................................................................... 106
Lesson four Part properties + Own design......................................................................................... 108
Lesson five - Assembly ....................................................................................................................... 109
Lesson six Finishing first design........................................................................................................ 112
Lesson seven Testing first design ...................................................................................................... 113
Lesson eight Refine own design ....................................................................................................... 114
Lesson nine Finishing design ........................................................................................................... 115
Lesson ten Rendered image............................................................................................................. 116
Lesson eleven Testing modified design.............................................................................................. 117
Lesson twelve Presentations ............................................................................................................. 118
What students have learned ........................................................................................................... 118
Extension activities ........................................................................................................................ 119
PTC www.ptc.com
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Cam mechanism
Introduction
This tutorial and teacher resource has been produced by PTC in support of the PTC Design & Technology in
Schools programme.
Little needs to be said about this worldwide

competition to design, make and race CO2 jet
powered cars.
It shows how CADCAM and Pro|ENGINEER in
particular can support work spanning resistant
materials, engineering and manufacture.
This CO2 dragster project introduces students to the skills and

techniques needed to visualise design ideas using Pro|ENGINEER
Wildfire 3.0.
Standard parts for wheels, axles and CO2 cartridges are already
modelled and provided for students allowing them to concentrate
on the design and manufacture of the body.
During these tutorials users will learn how to create parts,

assemblies, rendered images and technical drawings using
Pro|ENGINEER Wildfire 3.0 and working as a team.
Two tutorials are available, one for each formula.

Side by side images of the two tutorials
The competition includes a wide range of management,

organisation, presentation and team skills. At the heart of the
challenge is the design and manufacture of the cars and
Pro|ENGINEER can offer many advantages including the shape,
mass, consitrction and centre of mass.
With a known density of balsa blank, designs that exactly meet

the lower mass limit can be machined with confidence knowing
loss of material in final finishing will be balanced by the mass of
paint and decals.
Aim:
Within the context of a CO2 powered dragster car, this material teaches students how to use Pro|ENGINEER to
edit a balsa blank to create a car body to enter in competitions. Students create parts, assemble components,
and create technical drawings and rendered images.
PTC www.ptc.com
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Cam mechanism
Wherever possible students should have the opportunity to make and test their designs.
Module - Learning objectives

Be aware:
Of aerodynamic testing using Computational Fluid Dynamics (CFD) software.
Understand:
The principles of 3D parametric solid modelling using Pro/ENGINEER
How 3D solid modelling software be used to refine designs including parts and
assemblies.
How CFD software simulates aerodynamics and can help with body design.
Be able to:
Create 3D solid model components from scratch using extrusions with internal
sketches and rounds
Carry out CFD analysis on their car design. Note: this requires Pro|ENGINEER
Schools Advanced Edition and additional software.
How F1 in schools fits in


PTC www.ptc.com
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CO2 Dragster
Gantt chart overview

Students create a cam body design based on a balsa blank that is supplied. Their design is machined, finished and assembled with wheel and axle parts provided.
Students are taught how to create technical drawings and rendered images from their final assembly.
If schools have access to Computational Fluid Dynamics (CFD) simulation software (may require Pro|ENGINEER Schools Advanced Edition) they can test the
aerodynamic efficiency of their designs prior to manufacture. CFD software available from Honeycomb Solutions
Sessions (1 hr)
Week one
1
2
Week four
7
8
Design
ideas
Week five
9
10
Develop
MK2 design
Assembly
Newtons 3rd law - equal and opposite forces
Finishing
Mk1 design
Test Mk1
design
CNC MK2
design
Develop
design
ideas
Start
e-folio
Friction/
wind
resistance
Experiment
to prove
design
Week six
11
12
Rendered
image
Finishing
MK2 design
Technical
drawing
Test Mk2
design
Complete
e-folio
Pupils
present
their
designs
Peer/
teacher
assess
Experiment
to prove
design
Acceleraton F=Ma
Finding things out
Modelling
Handling data
Key: Design
Science
www.ptc.com
Week three
5
6
CNC Mk1
design
Write up
detailed
spec'.
Mathematics
ICT
CNC
example
design
Task/ rules
analysis
Homework
Science
Properties
& own
design
Tutorial
car body
Design
Make/
testing
Week two
3
4
Pro/ENGINEER
Homework
Mathematics
ICT
Communication
Making
Presentation
Version 1.2
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CO2 Dragster
Homework tasks
Session two -
Write up detailed car specification
Session four -
Generate design ideas for their car.
Session six -
Develop design ideas.
Session eight -
Begin creating an electronic e-folio presentation.
Session nine -
Use Pro|ENGINEER to create an engineering drawing.
Session nine -
Completion of an e-portfolio ready for presentation in final session.
Note: The session plans that follow, detail only the Pro|ENGINEER teaching and learning in the design strand of the chart above.
www.ptc.com
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CO2 Dragster
Pre-requisites
or
or
or
This tutorial contains screen and menu images taken from the Schools Edition so users of other
Pro|ENGINEER Editions may notice some slight differences.
This tutorial requires no previous modelling experience in Pro|ENGINEER; however the user should be able to
wheel & button can improve User interaction with Pro|ENGINEER Wildfire.

Left-click
Left-click-drag

Right-click
Right-hold
Middle-click
Middle-click-drag


These Installation notes have been compiled based on a directory structure used as part of the PTC D&T
programme Schools initiative and the deployment of Pro/ENGINEER. Users not part of this programme can still
use this tutorial but may need to adapt their Pro/E configuration files and/or the directory structure used in the
tutorial.
Students should create a directory under their documents/network user area called CO2 dragster
www.ptc.com
page 100 of 150
CO2 Dragster
Sample files
Your students will need sample files to carry out this activity. Instruct your students to copy these files into their
own working area.
Axle.prt
Car_assy.asm.1
(Pro_standards) A3_FORMAT.frm
Car_04.asm.1
Car_assy_sim.asm.2
BALSA.jpg
Extrude_04.prt.1
Balsa_wood.mat
Body_01.prt
Front_axle_assy.asm.2
Body_extrude.prt
Rear_axle_assy.asm.2
Body_extrude_02.prt
Wheel_front.prt.3
Body_extrude_sim.prt
Wheel_front_sim.prt.3
Bright_white.scn
Wheel_rear.prt.3
Car_03.asm.1
Wheel_rear_sim.prt.1
Assemblies
o Adding components
o Kinematic movement
Sketching
o Circles, lines, centrelines, trimming.
o References
o Weak, strong & locked dimensions
o Linear and angular dimensional constraints
o Equal radius and tangent geometric constraints
Part modelling
o Extrude
o Direct features - Round
o Parametric modifications
Assembly
o Starting an assembly
o Adding parts
o Creating assembly constraints
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CO2 Dragster
o Kinematic movement
Rendering
o Apply materials to parts.
o Load a scene
o Set up rooms
o Adjust lighting
o Render final scene
Technical drawing
o Start a new drawing
o Add & modify views
o Add dimensions
Finding things out
Modelling
Communication
Making things happen
Handling data
Research,
Specifications
Generating ideas
Developing ideas
Testing
Evaluation
CAD
www.ptc.com
Parametric feature based solid-modelling
Assemblies
Rendering
Technical drawing
Computational Fluid Dynamics Supplementary tutorial available from Honeycomb Solutions

and additional software required.
www.honeycomb.ie
page 102 of 150
CO2 Dragster

Learning
Teaching
The teacher should be confident using
Pro|ENGINEER to create simple extruded
components from internal sketches and how to
create assemblies.
In order to support students when they have
problems the teacher should also be comfortable
interrogating the model tree and editing profile
sketches.
Everyone leading or supporting this project should
Students should:
Understand design briefs, the need for detailed
design specification, planning and rigorous
evaluation.
Have a basic knowledge of materials and making
skills of cutting, joining and finishing.
Use should be made of a student CADCAM mentor

if one is available.
You should familiarise yourself with the competition
rules for your region and make copies available to
students.

Ireland F1 in Schools
http://www.f1inschools.ie/public/index.html
International F1 in Schools
http://www.f1inschools.com/
Honeycomb Solutions CFD software

& tutorial
http://www.honeycomb.ie/
Lesson one (of twelve x 1 hour)

Aim:
In this session students should be introduced to the competition rules. This is essential to enable students to
create designs that comply with the rules and are competitive.
Aware of
the overall goal in the competition.
the competition rules and the implications of not adhering to them
the factors that impact on car performance.
Understand
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CO2 Dragster
the technical detail contained in the rules and how these relate to car performance.
the scientific principles that govern how fast cars travel
Be able to
apply the competition rules to car design.
suggest car designs that comply with the rules and optimise car performance.
Focus: product analysis and design

This session introduces the challenge and involves students in exploring the factors that govern performance
and competition rules. They should also have the opportunity to examine sample designs and suggest whether
they would perform well and/or conform to the competition rules. Typically this could involve rating a number
of designs against criteria such as conformance to regulations, mass, frontal area, streamlined shape. This will
enable the previous designs to be ranked on predicted performance. The teacher should have actual
performance data to compare student predictions with actual performance.
Lesson two Car body Pro/ENGINEER

Aim:
During this session students will have access to a self paced tutorial that will teacher them how to use
Pro|ENGINEER to modify a balsa block using extrusions and rounds. This could be used with various
teaching strategies and one very successful approach is detailed in the following session plan.
Be aware of
the concepts of 3D parametric modelling.
the modelling capabilities of Pro|ENGINEER.
Understand
how 3D modelling software can help designers and engineers try out ideas and
refine the detailed design of products.
the procedures involved in modifying Pro|ENGINEER models.
the importance of Parent/child relations in parametric modelling.
Be able to
create extrude features and rounds to modify an existing Pro|ENGINEER

component.
Focus: 3D part modelling with Pro|ENGINEER

Students will be shown how to modify an existing Pro|ENGINEER model of the balsa block to create a
recognisable CO2 car design.
www.ptc.com
page 104 of 150
CO2 Dragster
Teaching
Prior to session
On arrival
Resources - Competition rules, handling

collection of CO2 cars.
Aware of competition rules and key

factors affecting car performance
Teachers PC with Pro/E running and

car_01.prt and completed design open
on screen
Awareness of previous CO2 car designs


Pro/E
From their limited experience and prior

knowledge and understanding, students
are expected to suggest what they think
CAD is.
Starter 5 min
Show examples of block and finished
car designs in Pro/E and relate these to
balsa block and finished cars.
Demo - 10 mins
Learning

opening balsa blank, manipulating
model on screen, quick tour of key tools
and controls. Starting extrude and initial
sketching.
Students should be able to relate to

material removal and common
understanding of aerodynamic shapes
frame assembly.

their PC.

Indiv -15 mins

Students use extrude/sketch to remove

material creating stepped upper face to
block following step-by-step guide.
Students save work.

Recap key principles using Q+A GUI,
screen navigation, sketch based feature
techniques.
Demo - 5 mins
Demo vertical extrusion including mirror

sketch lines.
Support as before
Indiv - 15 mins
10 mins - Plenary
www.ptc.com
All stand for questions. Students are

asked to suggest CAD concepts/
techniques and are allowed to sit if

and processes.
frame assembly.
their PC.
Students shape plan view using
extrusion feature following step-by-step
guide.
Students identify key elements from
modelling.
page 105 of 150
CO2 Dragster
correct.
Explain the next CAD session (four) will
look at physical properties of parts and
assembling the car.
Ask students to suggest which physical
properties would be useful and how easy
is it to measure these for complex
shapes.
Students suggest properties such as

volume, surface area, mass, density, C of
G
Lesson three CNC machining

Aim:
During this session students will be shown how a car body design is post processed and machined using a
CNC router. They should gain sufficient awareness of machining to help them design car bodies within the
limitation of machining.
Be aware of
the capabilities of three axis CNC machines.
Understand
how post-processor software interprets the 3D model and produces movement

instructions to steer the cutting tool.
how jigs and fixtures can reduce the setup time for machining identical parts.
and implement health and safety control measure when working with CNC machines.
the limitations of 3 axis CNC machining and how this influences designs.
Be able
under close supervision, to setup up and carry out the machining of their car body
design.
to suggest designs it is possible to machine.
Focus:
It would be very easy for students to come up with car body designs that cannot be machined. This session
demonstrates the post processing and machining sequence during which teachers should explain limitations such
as tool diameter/tip shape, avoiding undercuts and hollows.
The principles of 3 axis machining are straightforward but post-processing a 3D model is specific to the machine
you will be using. Without knowing which machine you will be using this makes it impossible to provide a
detailed self paced tutorial for this session.
www.ptc.com
page 106 of 150
CO2 Dragster
Historically schools have exported models as STL files and used post-processing software provided by the machine
tool manufacturer. This has advantages as software like Boxfords 3DGeoCAM is easy to use yet powerful
guiding users through the steps necessary to machine a design.
The Schools Advanced Edition of Pro|ENGINEER comes with full NC machining capability and using this has
many advantages. The resulting CNC code is associated with the model. This means once you have defined the
cutting paths any changes to the design will be passed down to the NC software automatically regenerating the
CNC codes for the new shape.
www.ptc.com
page 107 of 150
CO2 Dragster
Lesson four Part properties + Own design

Aim:
During this session students will be shown how assign material properties and textures to their car body. They
are then shown how Pro|ENGINEER can report physical properties of the design including mass. Armed with
this knowledge students are then taught how to alter their car design.
Be aware that
properties can be applied to components and used to make measurements.
Pro|ENGINEER can calculate physical properties of components.
Pro|ENGINEER allows the user to modify parts very easily.
Understand
how critical dimensions and geometry in parametric 3D models can be used to

modify the design.
the opportunities provided in Pro|ENGINEER for physical analysis of models and

assemblies.
Be able to:
assign component information including material properties to a model.
change a design by altering dimensions and geometry.
apply material properties to parts
use Pro|ENGINEER to take simple measurements from components.
make change to their design prompted by analysis and measurements.
Focus:
This session teaches students how to apply material properties and textures to their designs. This enables
Pro|ENGINEER to perfume a range of measurements including surface area, volume, mass and C of G. With this
information the body shape can be analysed and modifications suggested. The rest of the session is spent editing
the shape to refine the design.
Teaching
Make sure balsa properties and texture
files are copied into the material
library accessible to students.
Prior to session
Teachers PC with Pro/E running and

car body open on screen.
Learning
Competence and awareness built
up through previous sessions.
Clear understanding of competition
rules and students own specification
for their car.
Basic understanding of density,
surface area, mass, volume.
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page 108 of 150
CO2 Dragster
On arrival


Pro/E
Starter 5 min
Introduce task and expected

outcomes Explain importance of
virtual analysis and simulation and
ask students to suggest benefits.
Students should be able to suggest;

remove need for real prototypes,
reduced development time for new
products. Products to market faster.
of adding properties.
Demo - 10 mins

applying properties. Teacher models
techniques and procedures to
externalise the concepts for students.
If possible move students away from
PCs or lock using network management
software.
Students apply properties following

step-by-step guide.
Indiv -15 mins
They should not be allowed to follow

on their PC.
Students save work.
Demo - 10 mins

component properties and link to
mass measurements.

and link between properties and mass
measurements.
Ask students to suggest design

changes prompted by mass
measurements
Suggest modifications.
Demo making changes to shape by

editing sketches.
Be prepared to demonstrate
resolving feature failures.
Support as before.
Prompt students to send finished
designs to technician
Indiv - 15 mins

of component editing.
They should not be allowed to follow
on their PC.
Students make changes following
step-by-step guide but prepared to
make additional changes prompted by
own ideas.
Save and send finished body designs
to technician
5 mins - Plenary
Brief recap of key objectives for the

session and explain next CAD session
will be assembly of body with standard
components.
Students identify key elements from PP

and make links to points recorded
during initial mind map activity.
Lesson five - Assembly

Focus:
Students start a new assembly file adding their body and standard components of wheels and axles. Through
this they learn about assembly constraints and get plenty of practice changing views, and selecting geometry.
Students will also be shown how to test kinematic movement in their design by dragging parts on screen.
www.ptc.com
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CO2 Dragster
Be aware
how Pro|ENGINEER combines components to form an assembly.
Understand
how component parts are brought together using assembly and/or mechanism
constraints to form an assembly
Be able to
start a new assembly and add components using constraints.
move the wheels kinematically on screen.
Lesson details
Prior to session
Learning
Teaching
their car body.
Complete homework Design ideas for

car body.
Pro|ENGINEER running on teachers

computer.
On arrival
Starter 5 min

HW
Students log-on to network and start Pro/E
Demonstrate kinetic mechanism using

digital projector. Q+A mechanisms,
potential uses.
Hand in HW
Students able to identify advantages of

virtual mechanisms.
Explain objectives for the session.

Demo - 5 min
Indiv - 10 min

adding car body and fixing in position.
Students watch teacher demonstration.



their PC.
Students save work.

Recap/demo 10 min

reinforce software procedure and
concepts involved in starting assembly
and fixing first part.
Demonstrate adding rear axle,
manipulating view of model and selecting
surfaces for assembly.

software/ sessions/ homework.
adding rear axle assembly.
their PC.

demonstration with teacher commentary
Indiv 15 min
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CO2 Dragster
supports/intervenes with individuals. Use


Recap + complete
10 min
Briefly stop group, recap assembly by

demonstrating front axle and show
kinematic movement.
Students watch recap and then

complete assembly.
Plenary - 5 min

software.
Set homework developing further

designs for car body.
www.ptc.com
Note homework in planners
page 111 of 150
CO2 Dragster
Lesson six Finishing first design

Focus
This session requires modelling facilities typically found in a design studio/workshop. Students are shown how
to finish the machined balsa bodies. Health & safety procedures must be followed due to the fine dust that will
be produced and fumes from paint finishes.
It is worth weighing the body from the CNC machine, again after smoothing and when fully painted with
decals applied. This will show how much balsa material has been removed and the mass of surface finishes.
Future designs can take this into consideration aiming to produce a body just above the minimum weight limit.
Be aware of
the need for smooth surfaces where aerodynamic efficiency is important.
finishing techniques and how they contribute to better performance through improved
aerodynamics.
Understand
the concepts behind surface finishing and the need to preserve the designed shape
by minimising surface preparation.
how fillers, abrasive paper and paints can be used to produce a smooth flat surface
on timber.
Be able to
work safely when sanding their car body and applying surface finishes.
achieve a finished car body that closely matches the design intent with a high
standard of finish.
www.ptc.com
page 112 of 150
CO2 Dragster
Lesson seven Testing first design

Focus
The format for this session will depend on the facilities available for testing designs.
Compliance with competition rules including; dimensions, mass, wheel visibility, etc.
Computational Fluid Dynamics (CFD) software simulation. Additional software

required.
Track testing.
Most schools will use a combination of these techniques.

Honeycomb Solutions has developed a tutorial on using CFD software to test CO2 car designs.
Be aware
of the range of testing that can be applied to their car design.
how CFD software can be used as a virtual wind tunnel to test the aerodynamic
efficiency of 3D computer models.
Understand
the link between testing, analysis and improving designs in the light of testing.
how to carry out fair tests using rigorous scientific methods.
how to simplify and set-up 3D models in CFD software.
Be able to
set-up and carry out track tests on their designs using scientific method to control
variables and record results.
use the measurement tools in Pro|ENGINEER to analyse designs for compliance with
competition rules.
interpret the results of testing and formulate suggested improvements based on the
results and an understanding of the competition rules.
suggest design improvements based on testing.
www.ptc.com
page 113 of 150
CO2 Dragster
Lesson eight Refine own design

Focus
This session is largely hands-on with students developing their Pro|ENGINEER models to incorporate the
information gained from testing. Teachers will facilitate editing part history through the model tree. Student
mentors will be invaluable in this session.
Be aware
of the ease with which Pro|ENGINEER designs can be modified to produce design
variations on an initial design.
how the results of testing and an understanding of the competition rules and vehicle
efficiency are combined to suggest design improvements.
Understand
the concepts and principles of feature based parametric 3D modelling.
how to interpret the results of testing and use this to suggest design improvements.
Be able to
edit the model tree for their car design, make changes and update the model.
use expertise with Pro|ENGINEER developed previously to alter their designs.
resolve feature failures with help from their teacher mentor.
Lesson details
Prior to session
Teaching
Where possible arrange for a student
mentor to support.
Pro/E running on teacher computer with
finished car body on screen
Learning
Knowledge/skills and
understanding gained during
previous sessions.
The results of testing and ideas for
design improvements.
On arrival
In quickly instruct to log-in and start Pro/E

while taking register.
Log-in and start Pro/E

Answer names.
Starter 5 min
Introduce outcomes for the session and

explain mostly hands-on with support
Listen to introduction.
Brief recap using Q/A how to edit internal

sketch and update design.
Students suggest steps in making

changes to designs.
Monitor individual work along with student

mentor if available. Intervention when
necessary to redirect/ reinforce.
Students make changes to their

cars creating alternative body
shape.
Indiv 25 min
Instruct students to save assembly
www.ptc.com
page 114 of 150
CO2 Dragster
Save assembly.
Class intervention - 5
min
At an appropriate moment stop class and use

the work of one student to illustrate how
designs can be developed.
Students answer questions to

demonstrate
understanding/recall.
Indiv 20 min
Monitor individual work along with student

mentor if available. Intervention when
necessary to redirect/ reinforce.
Students make changes to their

cars creating alternative body
shape.
Instruct students to save assembly, close

Pro/E and log-off.
Plenary - 5 min
Recap learning objectives.

Show using digital projector examples of
modified designs.
Students save designs and close

down computer.
Students watch presentations of
designs to gain awareness of
range of design alternatives.
Lesson nine Finishing design

Focus
This session requires modelling facilities typically found in a design studio/workshop. Students will use skills
taught previously to finish the machined balsa bodies. Health & safety procedures must be followed due to the
fine dust that will be produced and fumes from paint finishes.
These designs should have benefited from weighing the first designs to produce a body just above the
minimum weight limit.
For homework students should follow the self paced tutorial and learn how to create an orthographic
engineering drawing with pictorial view.
Be aware
that CNC models must be finished to produce a final product.
of the international standards for engineering and technical drawings.
Understand
Understand the concepts behind surface finishing and the need to preserve the
designed shape by minimising surface preparation.
how technical drawings are used for quality control, assembly and operation of
products.
Be able to
Be able to work safely when sanding their car body and applying surface finishes.
Be able to achieve a finished car body that closely matches the design intent with a
high standard of finish use Pro|ENGINEER to create your own design of car body.
www.ptc.com
page 115 of 150
CO2 Dragster
use Pro|ENGINEER to create an orthographic drawing of their CO2 Car including a

pictorial view.
Lesson ten Rendered image

Focus
In this session students are taught how to use the Advanced Rendering eXtensions (ARX) module in
Pro|ENGINEER to create photo-realistic images of their car design.
Be aware of
the advanced rendering tools available in Pro|ENGINEER.
Understand
the basic concepts behind creating rendered images from models and assemblies.
the key concepts and procedures in creating high quality photo-realistic rendered
images of their designs.
Know how
rendered images are used in a variety of commercial contexts.
Be able to
place a model in a rendering environment.
create a rendered image of their design using a scene provided for them.
Lesson details
Learning
Teaching
Prior to session
Pro|ENGINEER running on teachers

computer with finished engineering
drawing and render on screen.
Complete homework engineering

drawing in Pro|ENGINEER.
On arrival

HW
Students log-on to network and start Pro/E
Show completed Pro|ENGINEER

engineering drawing. Invite each
student to suggest a technique or
application for drawings.
Students suggest techniques or application

for engineering drawings
Starter 5 min

Demo - 5 min
www.ptc.com

starting a rendered image and loading a
scene.
Hand in HW
Students able to identify what Engineering

drawing contains and historic/ modern
uses.
Students watch teacher demonstration.
their PC.
page 116 of 150
Indiv - 10 min
Recap/demo 10 min
Indiv 15 min
Recap + complete
10 min
Plenary - 5 min
CO2 Dragster

Students follow step-by-step guide to

create initial render and scene.

reinforce starting render.
Students respond to Q+A
Demonstrate position, viewing and initial

render.

their PC.

demonstration with teacher
commentary
Students position model, change view and

render on screen.

supports/intervenes with individuals. Use

Demonstrate creating final render as JPG

file.
Students watch and then complete

render.
Prompt save and log-off
Save work and log-off

software.
Students save work.
Lesson eleven Testing modified design

Focus
The format for this session will depend on the facilities available for testing designs.
Compliance with competition rules including; dimensions, mass, wheel visibility, etc.
Computational Fluid Dynamics (CFD) software simulation. Additional software

required.
Track testing.
Most schools will use a combination of these techniques.

Honeycomb Solutions has developed a tutorial on using CFD software to test CO2 car designs.
Be aware
how CFD software can be used as a virtual wind tunnel to test the aerodynamic
efficiency of 3D computer models.
Understand
how to simplify and set-up 3D models in CFD software.
www.ptc.com
page 117 of 150
CO2 Dragster
how to carry out fair tests using good scientific methods.
Be able to
carry out CFD analysis of their design.
set-up and carry out track tests on their designs using scientific method to control
variables and record results.
interpret the results of testing and formulate suggested improvements based on the
results and an understanding of the competition rules.
Homework
Students should complete their e-presentation ready for delivery next session.
This completes the CAD sessions for this module
Lesson twelve Presentations

Focus
This session is set aside for all teams to deliver their e-folios showing how their designs were conceived,
developed and manufactured.
Be aware of
the range of design, testing and manufacture used by students in their class.
Understand
there are many different ways of meeting a set of design requirements and that
compromises are required to balance often conflicting requirements.
Be able to
present their design ideas, development and manufacture through a projected e-folio.
What students have learned

Having completed this module you should now:
Be aware:
Of the concepts of 3D parametric solid modelling using Pro|ENGINEER
Of aerodynamic testing using Computational Fluid Dynamics (CFD) software.
Understand:
www.ptc.com
page 118 of 150
CO2 Dragster
The principles of 3D parametric solid modelling using Pro|ENGINEER
How 3D solid modelling software be used to refine designs including parts and
assemblies.
How CFD software simulates aerodynamics and can help with body design.
Be able to:
Create 3D solid model components from scratch using extrusions with internal
sketches and rounds
Carry out CFD analysis on their car design. Note: this requires Pro|ENGINEER
Schools Advanced Edition and additional software.
Extension activities
These are suggestions for activities that will extend the knowledge skills and understanding planned into this
module.
Design Challenges
Reverse engineer simple hand-held products like mobile telephones, PDAs,

toothbrushes.
Design and model a pair of hair straighteners.
Pro|ENGINEER tutorials
Additional tutorials that extend the techniques introduced here include:
Technique
Tutorial
Part modelling, assembly, drawing
Sports Drink Bottle
Assembly, mechanisms, animation
Cam toy
Wind Sculpture
Part modelling, assembly, design, team

working, rapid prototyping.
RP Car
D:\PTCData\AA ProE\AA Curriculum\01-06 CO2 dragster\CO2 dragster - lesson plan.doc
www.ptc.com
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CO2 Dragster
Starchaser rocket Teachers notes

Starchaser rocket
Schools and Schools Advanced Edition
W3-SEwww.ptc.com
page 120 of 150
CO2 Dragster
Written by These materials are 2007, Parametric Technology

Corporation (PTC)
Acknowledgements Starchaser
Proofing Trialing


be very welcome.
Product code
www.ptc.com
page 121 of 150
CO2 Dragster
Contents
Starchaser rocket Teachers notes .................................................................................................... 120
Pro|ENGINEER - Wildfire 3.0 .......................................................................................................... 120
Schools and Schools Advanced Edition............................................................................................... 120
Contents.......................................................................................................................................... 122
Introduction ..................................................................................................................................... 123
How the Starchaser rocket fits in ........................................................................................................ 123
Teachers notes ................................................................................................................................ 126
Introduction .................................................................................................................................. 126
Pre-requisites ................................................................................................................................ 126
2
Abbreviations and terminology ....................................................................................................... 126

Installation and setup..................................................................................................................... 127
Pro|ENGINEER functionality in this project ...................................................................................... 127
ICT areas addressed in this tutorial.................................................................................................. 127
D&T subject areas addressed in this tutorial ..................................................................................... 128
www.ptc.com
page 122 of 150
CO2 Dragster
Introduction
How the Starchaser rocket fits in

www.ptc.com
page 123 of 150
CO2 Dragster
Gantt chart overview
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CO2 Dragster
Homework tasks
Session two Session four -
Session six -
Session eight -
Session nine -
Session nine -
Note: The session plans that follow, detail only the Pro|ENGINEER teaching and learning in the design strand of the chart above.
www.ptc.com
page 125 of 150
Starchaser rocket Bottom-up
Teachers notes
Introduction
Module Aim
Module - Learning objectives

Be aware:
Understand:
Be able to:
Pre-requisites
or
or
or
This tutorial contains screen and menu images taken from the Schools Edition so users of other
Pro|ENGINEER Editions may notice some slight differences.
This tutorial requires no previous modelling experience in Pro|ENGINEER; however the user should be able to
wheel & button can improve User interaction with Pro|ENGINEER Wildfire.

Left-click
Left-click-drag
www.ptc.com

page 126 of 150
Right-click
Right-hold
Middle-click
Middle-click-drag


These Installation notes have been compiled based on a directory structure used as part of the PTC D&T
programme Schools initiative and the deployment of Pro/ENGINEER. Users not part of this programme can still
use this tutorial but may need to adapt their Pro/E configuration files and/or the directory structure used in the
tutorial.
Sample files
Your students will need sample files to carry out this activity. Instruct your students to copy these files into their
own working area.
Assemblies
o
Sketching
o
Part modelling
o
Assembly
o
Rendering
o
Technical drawing
o
Finding things out
Modelling
Communication
www.ptc.com
page 127 of 150
Handling data
Research,
Specifications
Generating ideas
Developing ideas
Testing
Evaluation
CAD
o

Teaching
Learning
Lesson one (of twelve x 1 hour)

Aim:
.
Aware of
Understand
www.ptc.com
page 128 of 150
Be able to
Focus: product analysis and design
Lesson two Car body Pro/ENGINEER

Aim:
.
Be aware of
Understand
Be able to
Focus: 3D part modelling with Pro|ENGINEER
Teaching
Learning
Prior to session
On arrival
Starter 5 min
Demo - 10 mins
Indiv -15 mins
Demo - 5 mins
Indiv - 15 mins
10 mins - Plenary
D:\PTCData\AA ProE\AA Curriculum\01-05 Starchaser rocket - bottom up\Starchaser rocket - Teachers' notes.doc
www.ptc.com
page 129 of 150
www.ptc.com
page 130 of 150
Periscope
Periscope
Schools Edition and Schools Advanced Edition
W3-SE-L1-1.3-0003
www.ptc.com
page 131 of 150
Periscope
Written by These materials are 2006, 2007 Parametric Technology

Conditions of use PTC, the PTC Logo, Pro|ENGINEER, Pro|DESKTOP,
Wildfire, Windchill, and all PTC product names and logos

are trademarks or registered trademarks of PTC and/or its
Copying and use of these materials is authorised only in the
Acknowledgements PTC - Mike Brown, Mark Fischer
Proofing and comments - John Forth, John Myerson.

DATA Richard Green and Kate Lamping
Trialing materials - Pilot schools & Support centres

Suggestions for improvements and other activities would

also be very welcome.
Product code W3 - SE - L1 - 1.3 - 0003
www.ptc.com
page 132 of 150
Periscope
Contents
Periscope ........................................................................................................................................ 131
Pro|ENGINEER - Wildfire 3.0 Schools and Schools Advanced Edition................................. 131
Contents.......................................................................................................................................... 133
Design & Technology Year 8 scheme of work ....................................... Error! Bookmark not defined.
QCA 8E(ii) Producing batches Periscope promotion ........................................................................ 137
Design context .................................................................................. Error! Bookmark not defined.
Science links................................................................................................................................. 139
Maths links ................................................................................................................................... 139
Pro/ENGINEER - Wildfire 3.0 Schools and Schools Advanced Edition ... Error! Bookmark not
defined.
Session one (of twelve x 1 hour)......................................................................................................... 140
Session three ***............................................................................................................................. 142
Session five ***............................................................................................................................... 144
Session seven .................................................................................................................................. 145
Session nine .................................................................................................................................... 147
www.ptc.com
page 133 of 150
Periscope
How Periscope fits in


www.ptc.com
page 134 of 150
Periscope
Session outline Gantt chart

Lessons (1 hr)
Design
Week one
1
2
Case part
creation
Science
Box net with

mirrors
Construct
test
periscope
Manufacture
Homework
Sheet
metal
Research
science of
periscopes
Applications of
periscopes
Light - reflection
Week four
7
8
Add glue
tabs
Technical
drawing
Week five
9
10
Plot net +
surface
design
e-folio Periscope
principles
Surface
design
Product
analysis optical toys
Rendered
image
Finalise
surface
design
Week six
11
12
Final
assembly
& testing
Continue
with e-folio
Complete
e-folio
Pupils
present
their
designs
Peer/
teacher
assess
Optical
illusions
Light - reflection
Shape and space, scale

Solids - relationships between volume area
Nets and developments
Finding things out
Modelling
Key: Design
Science
www.ptc.com
Week three
5
6
Analysis
light path
and angles
Research
periscope
applications
Mathematics
ICT
Week two
3
4
Pro/ENGINEER
Homework
Mathematics
ICT
page 135 of 150
Making
Communication
Presentation
Periscope
Homework tasks
Session 1 -
Research where periscopes have been used three web links are provided, expect at least two other sources.
Session 3
Research the science of periscopes expect light travels in straight lines, reflection, angles of reflection are equal.
Session 5 -
Students produce design sketches to promote a chosen client on the external surfaces of the periscope. Template net provided.
Session 7 -
Students start creating an e-presentation explaining the principles and applications of periscopes.
Session 9 -
Students further develop their e-folio to include creation and development of their net.
Session 11 -
Students complete e-folio for presentation in final session.
www.ptc.com
page 136 of 150
Periscope
Periscope Teachers Notes
This unit of work is based on a project commonly included in design

engineering courses.
Aim:
Within the context of a promotional cardboard periscope, this material teaches
students how to use Pro|ENGINEER for component creation, conversion to a
net, technical drawing and assembly. An introduction to rendering is also
covered.
Wherever possible students should have the opportunity to make and test their
designs.
Learning objectives
By the end of the computer modelling sessions pupils should:
Be aware:
of the concepts of 3D parametric solid modelling using Pro|ENGINEER

of the sheet metal and rendering capabilities of Pro|ENGINEER
Understand:
the principles of 3D parametric solid modelling, assembly and sheet metal conversion using
Pro|ENGINEER
how 3D solid modelling software can be used to refine designs including parts, assemblies and
nets.
Be able to:
create 3D solid model components from scratch using extrusions, internal sketches and shells.
assemble components using assembly constraints.
create photo-realistic rendered images using Pro|ENGINEER
Introduction
This Periscope project introduces students to the skills and techniques needed to visualise design ideas within
Pro|ENGINEER Wildfire 3.0.
During these tutorials users will learn how to create parts, assemblies and convert hollow shapes into flat nets within
Pro|ENGINEER Wildfire 3.0 and explore the D&T activities that are involved in the product design process.
This tutorial and teacher resource has been produced by PTC and in support of the PTC Design & Technology in
Schools programme.
www.ptc.com
page 137 of 150
Periscope
Pre-requisites
or
or
or
This tutorial contains screen and menu images taken from the Schools Edition so users of other Pro|ENGINEER
editions may notice some slight differences.
This tutorial has also been based on the use of Pro|ENGINEER start parts & templates supplied as part of the PTC
D&T programme. While this tutorial can be used with other Pro|ENGINEER start parts there may be changes
required in terms of view orientation, datum plane and coordinate system references etc.
This tutorial requires no previous modelling experience in Pro|ENGINEER; however the User should be able to
navigate the Pro|ENGINEER Wildfire User Interface.
Pro|ENGINEER Wildfire requires the use of a 3 button mouse. If possible a mouse with a combined middle wheel &
button can improve User interaction with Pro|ENGINEER Wildfire.

Left-click
Left-click-drag

Right-click
Right-hold
Middle-click
Middle-click-drag


These Installation notes have been complied based on a directory structure used as part of the PTC D&T programme,
the UK CAD in Schools initiative and the deployment of Pro|ENGINEER. Users not part of this programme can still
use this tutorial but may need to adapt either their Pro|ENGINEER configuration files or the directory structure used
in the tutorial.
Students should create a directory under their documents/network user area called Periscope.
Setup
This tutorial is intended for secondary schools introducing Pro|ENGINEER, Wildfire 3. It assumes you have one of
the school versions of the software installed as well as the Schools metric/ISO Configuration/Template files
and library parts for these activities.
www.ptc.com
page 138 of 150
Periscope
Sketching
o Circles, lines, trimming.
o References
o Weak, strong & Locked dimensions
o Linear and angular dimensional constraints
Modelling
o Shell
o Extrude
Sheet metal
o Ripping a shelled shape
o Adding glue tabs
Assemblies
o Adding components
Photo-realistic rendering
o Rendered image
Drawing
Drawing of the flat net for plotting
Science links
The periscope used as the focus for this activity relies on the science of light and in particular:
Light travels in straight lines

Light travels from source towards the eye
Mirrors and reflection (opportunity to make link to prisms and total internal reflection)
Angles of incidence are equal
Drawing ray lines
Expand section to explain e.g science revision guide
Maths links
Mathematical concepts that are applied in this project and can be reinforced during the module include:
www.ptc.com
page 139 of 150
Periscope
Understanding angles
Measuring and drawing angles
Principle of nets
Relationship between surface area and volume of simple solids
Expand section to explain e.g math revision guide

Note: In the outline scheme of work above, only those sessions where Pro|ENGINEER provides a major focus
in teaching and learning have been written in detail.
Learning
Teaching
The teacher should be confident using Pro|ENGINEER

to create simple extruded components from internal
sketches and how to create assemblies.
Students should:
In order to support students when they have problems

the teacher should also be comfortable interrogating the
model browser and editing profile sketches.
Have experience of simple nets/developments.
Understand design briefs, the need for: detailed design

specification, planning and rigorous evaluation.
Understand the concepts of nets, light, reflection,

mirrors, angles.
Everyone leading or supporting this project should first

Be aware of design for others (Y8).
Use should be made of a student CADCAM mentor if

one is available.
Have a basic knowledge of materials and making skills

of cutting, joining and finishing.
Be able to organise their own work area and work
safely.

Package designer
New media light simulation
Maths link here
www.d&tonline.org (check)
From Gaynor
Search UK NC
Session one (of twelve x 1 hour)

Focus: Case part creation
The context for the project is introduced. Students are taught how to open an existing assembly of two mirrors and
create a solid shape around them which is then shelled.
For homework students are asked to research applications for periscopes as a precursor to reinforcing the scientific
and mathematical principles that periscopes rely on.
Understand:
how parts can be created in the context of an existing assembly.

www.ptc.com
page 140 of 150
Periscope
Know how:
Pro|ENGINEER can create 3D how parts can be created in the context of an existing
assembly.
be able to:
create sketches and extrudes to create a hollow box containing the two mirrors
Learning
Teaching
Awareness of range of existing

products that use nets.
Prior to session
Understanding of nets, light, angles,

mirrors, reflection
First session in module
Capability to work with card materials

and associated tools safely and accurately.
On arrival
Starter 5 min

start Pro|ENGINEER. Eyes and ears
front.

Pro|ENGINEER
Introduce task and expected outcomes.

Show examples of boxes and nets. Task
students with matching box with net.
From previous experience and prior

knowledge and understanding,
students are expected to identify the correct
net for each made-up box.
Use Q+A to identify correct links (PPT

show) and reinforce the principles of nets.
Demo - 10 mins
Indiv -15 mins
Recap 5 mins
Move students away from PCs or lock

using network management software.
set working directory, new part, extrude
with internal sketch, references, geometry,
dimensional constraints, adding geometric
constraints. Teacher models techniques
and procedures to externalise the concepts
for students.

part creation.

Students set working directory, create

extrusion following step-by-step guide.
Instruct students to save work.
Students save work.

working directory, internal sketch,
extrusion.

and processes.
Demo shell, saving part.

shell, saving part.
Demo - 5 mins

on their PC during demonstration.

their PC.
Support as before
Indiv - 10 mins
Reinforced understanding from Q+A
Students shell and extrude to remove

material following step-by-step guide.
www.ptc.com
page 141 of 150
10 mins - Plenary
Periscope
Refer to posters (+ projected) on extrusion
to Reinforce principles of sketching,
extrusion and shell. Using Q+A check,
correct and reinforce understanding of
students.
Students identify key elements from

posters and make links to practical
activity.
Recap on key objectives for the session

and explain next CAD session will open
the box as a net.
Session two Construct and test persicopes

Aim:
In this session students will assemble and test a range of alternative designs for periscopes to gain an understanding
of design, function and construction.
Understand:
the concepts behind periscopes and the variety of available designs.
Know how:
Periscopes can be constructed from printed flat sheet card.
Be able to:
Investigate and evaluate periscope designs, recording the results.
Suggest designs for perisopes.
Session three
Focus: Sheet metal conversion of box to net
In this session students are taught how to use the sheet metal module in Pro|ENGINEER Schools Advanced Edition
to convert the periscope box into a flat net.
Session details
Learning
Teaching
Homework Collect responses from week
one task Periscope research.
Prior to session
Handling collection of boxes and nets

including finished periscope to show
relationship between them.
Pro|ENGINEER running with model from
previous session open on screen
projector.
www.ptc.com
Understanding - Concepts and

principles of sketch, extrude, shell,
assembly.
Awareness - Applications for periscopes
Capability Sketching, extrusion, shell,
assembly.
page 142 of 150
On arrival
Demo - 5 mins
Periscope
front.

Pro|ENGINEER
Remind students of previous session brief

Q+A key concepts; internal sketch,
dimensional/geometric constraints,
extrude.
Recall and describe key concepts,

techniques.
Demo shell, surface, internal sketch +

extrusion to create opening.

shell, sketch, extrude, removal of material.
their PC.
Support as before
Students shell and extrude to remove

material following step-by-step guide.
Students save
Indiv - 10 mins
Using (projected) poster on sheet metal,
explain sheet metal will create these using
two different methods; unfold solid and in
next CAD session adding surfaces.
Demo - 10 mins
Indiv -15 mins
Demo - 5 mins

steps in flattening box. Teacher models
techniques and procedures to externalise
the concepts for students. If possible move
students away from PCs or lock using
network management software.

flattening net.

their PC.

Students open their model and using sheet

metal flatten box into net using step-by-step
guide.
Students save work.
Recap key principles using Q+A fixed

surface, rip edges.

and processes.
Demo adding corner relief.

frame assembly.
their PC.
Support as before
Students add corner relief and

complete flattening shape following
step-by-step guide.
Show (projected) poster on sheet metal.

Target students to explain principles of
unfolding shape. Correct, reinforce,
expand, illustrate as necessary.
Targeted students identify key elements

from poster and make links to points
covered during the session.
Challenge What is missing from the

net?
Students should be able to identify tabs.
Indiv - 10 mins
5 mins - Plenary
Students listen to focus for next session.
Refer to (projected) poster - introduce

concepts of adding surfaces prior to next
session.
www.ptc.com
page 143 of 150
Periscope
Session four Light experiments

Aim:
In this session students will print or plot their design on to thin card, assemble and test the periscope.
Understand:
the concepts behind outputting Pro|ENGINEER designs to printers and plotters.
Know how:
computer controlled cutters create scored and cut lines in soft sheet materials.
Be able to:
prepare and output a Pro|ENGINEER drawing to a printer/plotter.
Assemble the nets with plastic mirrors to create a finished periscope.
Test and evaluate your design recording the results.
Session five
Focus: Adding glue tabs to net
Students are taught how to complete the net by adding tabs to the basic shape using the sheet metal tools in
Pro|ENGINEER. At the end of the session students should have a completed net ready to be printed at the end of
the next session.
Prior to session
Learning
Teaching
Session details
Homework collect student research on the

science of periscopes.
Completed homework Periscope

research.
Open completed box net in

Pro|ENGINEER.
On arrival

front.

Pro|ENGINEER
Hand in HW
Collect HW
Starter 5 min
Demonstrate completed tabbed net

using digital projector. Q+A science of
periscopes from HW task.
Demo - 10 min
Students able to identify scientific

principles behind periscope and describe
how this is applied in practice.
Remind students to set working directory

and open model from previous session.
Demonstrate create flat wall tool to add
glue flap to model. Recap on concepts of
sheet metal bend allowance, corner
www.ptc.com

Students able to identify key concepts.
page 144 of 150
Periscope
relief.
Indiv - 15 min
Demo - 5 min

Students open their model and using sheet

metal add glue tabs to box into net using
step-by-step guide.
Students save work.
Demonstrate making suppressed

features visible and suppressing flat
pattern. Explain concept of suppressing
3D features in model tree. Demonstrate
using digital projector

flattening net.
Explain concept of applying a material to

component but do not say why or give
examples. Pose question Why.

their PC.
Demonstrate applying material to part.

Indiv 15 min
Teacher monitors individual work as

before.
Plenary - 10 min
Using step-by-step guide students;

Suppress flat pattern.
Apply material to component.
Recap using Q+A the concepts of

suppressing features.
Students able to identify key concepts

and explain purpose.
Repeat question Why apply material

propertied to component. Ask for
suggestions. Record on screen/
whiteboard. Praise all contributions,
explain correct responses, add others to
arrive at: appearance for rendering, mass/
density/structural properties for analysis.
Students suggest reasons then listen to

explanations.
Tell students they will use material

properties for appearance in a future
session.
Session six Surface design

Aim:
Understand:
Know how:
Be able to:
www.ptc.com
page 145 of 150
Periscope
Session seven
Focus: Technical drawing of net
Students are taught how to use Pro|ENGINEER to create a technical drawing of their net. In other sessions this can
be printed out (with graphics if the school has these facilities) prior to making up the net and making their periscope.
Session details
Prior to session
Learning
Teaching
surface design.
Completed homework surface design.

Pro|ENGINEER.
On arrival

front.

Pro|ENGINEER
Hand in HW
Collect HW
Starter 5 min
Introduce objectives for session.

Show PowerPoint What is CAD
asking pupils to identify how engineering
drawings have been used in past and their
main use now.
Students watch PowerPoint and identify

historical and modern uses of engineering
drawings.
Use Q+A to find out what students have

learned from presentation, recording
responses as mind map on digital
projector/ whiteboard/ flip-chart. Aim to
include:
Students offer answers from notes created

during presentation.
Historical. Full description of component

or assembly for manufacture, assembly,
operation, maintenance.
Now: Drawings largely superseded by 3D
modelling and other media. Main use of
engineering drawings now quality control/
checking, assembly and maintenance.
Demo - 10 min
Whole class demonstration of opening

model, starting new drawing, delete views,
add flat view, check scale. Model
concepts and techniques to externalise for
students.

part creation.
Cover concepts of views, templates,

standards, scale. Make links to maths
Indiv - 20 min
www.ptc.com

Students follow step-by-step guide to: open

model from shared folder, create new
page 146 of 150
Periscope
drawing, delete/ insert view, check/

change scale.
Students save work.
Demo - 10 min
Teacher demonstrates printing net. Where

resources are available this should include
combining net with surface graphics.
Students watch demonstration. Noting key

points/concepts.
Indiv 10 min

Students begin process of (combining

surface design with net) printing net and
Students save work.
Using Q+A. recap techniques and

concepts for history/ uses of engineering
drawings and how to create/ print
Pro|ENGINEER drawings. Make
reference to mind map from starter activity.
Students demonstrate understanding/ recall

via answers to Q+A.
Plenary - 5 min
Explain net will be constructed into

working periscope in next (practical)
session.
Session eight Print/make/test periscope

Aim:
Understand:
Know how:
Be able to:
Session nine
Focus: Rendered image of periscope
Students assemble their part onto the cam mechanism. The movement is then simulated on screen using kinematic
motion.
www.ptc.com
page 147 of 150
Periscope
Prior to session
Learning
Teaching
Session details
Homework check e-folio homework on

principles of periscopes has been
submitted/ follow-up defaulters.
Completed homework Principles of

periscopes.

Pro|ENGINEER.
On arrival

front.

Pro|ENGINEER
Hand in HW
Collect HW
Starter 5 min
Demo - 10 min
Introduce objectives for session.

Show PowerPoint Rendering asking
pupils to identify applications for rendered
images and key stages in their production
from a 3D model.
Students watch PowerPoint and identify

and record purposes and principles of
rendered images.
Check understanding and recall using

Q+A recording responses as mind map
on digital projector or whiteboard
Students offer answers from notes

created during presentation.
Whole class demonstration of setting up

initial rendering parameters and loading a
scene.

rendering setup.
Model concepts and techniques to

externalise for students.

Cover concepts of render settings,

scenes, room, lighting, viewpoints.
Indiv - 20 min
Demo 10 min

Students begin process of setting up

render, importing model, applying scene
Students save work.
Whole class demonstration of

positioning model in room, setting view
point for render and completing test/ final
render.

room setup, view point and test/ final
render.
Model concepts and techniques to

externalise for students.

Cover concepts of room, locking model

position, draft/final render settings, export
image.
Indiv - 10 min
Plenary - 5 min

Students begin process of setting up

render, importing model, applying scene
Students save work.
Recap using Q+A key concepts, referring

back to mind-map from starter activity.
Students record homework in planners

Complete e-folio, recording process of
design and manufacture of model and then
maximum of three slides presenting the
Remind students of homework.

www.ptc.com
page 148 of 150
Periscope
final rendering(s) and digital photos of
actual model.
Session ten Final assembly and testing

Aim:
Understand:
Know how:
Be able to:
Session eleven Product analysis - Optical

Aim:
Understand:
Know how:
Be able to:
www.ptc.com
page 149 of 150
Periscope
Session twelve Student presentations

Aim:
Understand:
Know how:
Be able to:
D:\PTCData\AA ProE\AA Curriculum\01-03 Periscope\Periscope - Teachers' notes.doc
Tim Brotherhood PTC, March 2008

D:\PTCData\AA ProE\AA Curriculum\00-02a Middle School Course\01 PTC DesignQuest curriculum.doc
www.ptc.com
page 150 of 150

01 PTC DesignQuest Curriculum

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01 PTC DesignQuest Curriculum

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Introduction to engineering design

Middle school STEM curriculum

Intro to engineering design

PTC DesignQuest Education Programme

Introduction to engineering design

These materials are 2008, Parametric Technology Corporation (PTC)

Copying and use of these materials is authorised only in the schools

Proofing and comments

Introduction to engineering design

Introduction to engineering design

Pro|ENGINEER Wildfire 3.0 Schools & Schools Advanced Edition......................................................... 72

Introduction to engineering design

How the Starchaser rocket fits in ........................................................................................................ 123

Introduction to engineering design

This was accepted on condition teachers

The scheme was an overnight success with

Since the introduction of PTC software in

Since the launch of Pro|ENGINEER

Introduction to engineering design

PTC subsidies every seat of

Mike Cargill Assistant Headteacher

Introduction to engineering design

Mathcad 14 - Academic Edition

Introduction to engineering design

Where the PTC curriculum fits into schools

Provides an opportunity to modernise existing design and engineering courses;

Supports key aspects of discrete science and mathematics courses;

Is a complete course for discrete design, technology or engineering;

Is a complete course for cross curricular delivery of engineering.

Introduction to design This module encourages students to be inventive and introduces

Schools Edition of Pro|ENGINEER. Students learn how to model a

Introduction to engineering design

Introduction to engineering design

Introduction to design Teachers guide

The Design & Making Centre

Written and compiled by

Introduction to engineering design

These materials are 2008, Parametric Technology Corporation

Copying and use of these materials is authorised only in the schools

David Barlex Young Foresight, Nuffield.

Introduction to engineering design

Freedom to design and fail!

Prior knowledge, understanding and skills

Everyone leading or supporting this project should work

Module aims and objectives

Objectives of the module

the processes followed by designers;

some of the major design periods in the last century.

that most design is in response to a clients specific needs;

that designs are often developments of previous products and systems;

evaluate and compare existing designs to assess their effectiveness;

communicate design ideas verbally and through annotated sketches;

Invent products for the future based on the latest research.

Session one What is Design

The difference between sketching and designing

That designers develop their ideas in different ways

That design is a cyclical process

The importance of retaining all design sketches for later reference.

Task two Design for a client

Task three Drawing for a purpose

In this task the student is asked to look at a designer

Read through teachers notes and work

Issue fine line drawing pens and one

Students draw their design for a toaster