ACP- 3D Modeling and Rendering

ACP
Portfolio

By
Mark Lewis
3D Modeling and Rendering

TABLE OF CONTENTS 1
2
Syllabus Snapshot 3
Student Preparation Strategy 4
BOPPPS Lesson Plan 5
6
PowerPoint 7
8
Test Questions
Rubric
Showcase Presentation
Reflective Essay

Instructor

Mark Lewis

Google Voice: (281) 673-6027
The above number only receives text messages

School: [email protected]
Primary: [email protected]

Location & Class Times

CLA 106
Fridays 6:30p – 8:30p & Saturday 8:30a – 12:30p

Your success depends on your attendance

Free Software

AutoCAD / Inventor
www.students.autodesk.com
*You will need your lonestar.edu email address to set-up an account

Student Prep Strategy
Mark Lewis
Solid Modeling Class

In my solid modeling class it is most hands-on learning without a textbook, but if we did have
one here is what I would do.

1) Have students read over the text on certain computer commands in the software. Tell
them that I would have a quiz, where two random students would have to do a live
demonstrate on what they read. If those two students can, then the class would receive
an “A” on the quiz.

2) Have each student write down at least on question as it pertains to the readings. I
would grade the question as a participation grade.

3) I would tell them to read only certain parts of the chapters as it would be the important
parts.

BOPPPS LESSON PLAN

COURSE: 3D Modeling
Lesson Title: Axes and Planes of 3D modeling

Bridge: A video from YouTube of some cool 3D printed models.
https://youtu.be/FSu19nz7NlE
BLOOMS QUESTION: What cool printed 3D model did they like the most and why did they choose it.
Estimated time: 20 minutes
Course Student Learning Outcome:

Understand and apply the process of naming axes and planes used to create a 3D model

Learning Objectives: By the end of this lesson, students will be able to
1. Identify and name the axes used to create a 3D model. (KNOWLEDGE)
2. Use the 3 axes and Right Hand Rule to develop the 3 planes used to create a 3D model. (APPLICATION)

Pre-Assessment: I plan on using a visual-spatial test which I created on Plickers. The class will be tested as a group so that I do single anyone out for their lack of knowledge. If a
majority of the class fails this class, I plan on spending an additional 30 minutes of this first class explaining model orientation.

Estimated time: 15 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

15 min Identify the axes used in 3D model creates by demonstrating Demonstrate the 3 axes in various programs by use of the Universal Slides, AutoCAD, Inventor, and
10 min and locating how to find them in various programs Coordinate System UCS Solidworks
BLOOM QUESTION (KNOWLEDGE): How many axes are used to create
Identify the positive directions of each axis by use of the right- a 3D model? Slides, Right-hand, AutoCAD,
hand rule. Inventor, Solidworks
Students will use the right hand and the UCS to identify the positive
direction of each axis
BLOOM QUESTION (APPLICATION): The Right-Hand Rule of 3D Model
creation is used to determine what?

20 min Use the axes to determine the names and orientation of the BLOOM QUESTION (SYNTHESIS): Briefly explain the process of naming Slides, Right-hand, AutoCAD,
3d planes.
each 3D plane. Inventor, Solidworks

Post-assessment: Quiz using D2L recapping the lesson of 3D axes and planes.
Estimated time: 10 minutes
Summary: I’ll use a CAT Muddiest Point by handing the students a sheet of paper and ask them to write down something they may not be clear on. If they understood everything, then
write that.

Estimated time: 5 minutes

See Attached PPT

WHA
D

AT IS 3D AND WHERE
DID IT COME FROM?

INTRODUCTION TO 3D MODELING

THE CARTESIAN SYSTEM

INTRODUCTION TO 3D MODELING



THE CARTESIAN SYSTEM - GRA

• Coordinate are given in ordered pair (X,Y)
• The center of the number lines is called the origin
• Numbers to the left of origin on the X-axis is positive
• Numbers above the origin on the Y-axis is positive

APHING

THE CARTESIAN SYSTEM - MO

• In most 3D modeling programs, the positive X and Y
directions are shown by the UCS (User Coordinate Syst

• The location of the UCS is typically located in the lower
corner of the graphics area

• Sometimes the UCS is in color signifying each axis ( red
green, and blue)

ODELING AutoCAD 2D UCS Direction of
positive Y-axis
tem) Direction of
r left positive X-axis
d,
Direction of
positive Y-axis
Direction of
positive X-axis

Inventor 2D UCS

THE Z-AXIS

INTRODUCTION TO 3D MODELING



THE Z-AXIS

• Consist of three, mutually perpendicular axes used
to define space

• Positive or negative based on the axes
• Right hand rule determines if a coordinate system is

positive



RIGHT HAND RULE

INTRODUCTION TO 3D MODELING



RIGHT HAND RULE

• Shows the positive axes direction
Auto

Right Hand Rule

oCAD 3D UCS Inventor 3D UCS

3D PLANES

INTRODUCTION TO 3D MODELING



3D PLANES

XY Plan
(FRONT

• 3D planes are named by the axes that are XZ Pla
used to form them according to the UCS (TO

• 3D planes name can also correlate to the
model surface

ne
T)

ane
OP)

YZ Plane
(RIGHT)

EXAMPLES OF 3D PLANS

YZ Plane
(RIGHT)

XY Plane XZ Pla
(FRONT) (TO

XZ Plane
(TOP)

XY Plane
(FRONT)`

ane
OP)

YZ Plane
(RIGHT)

Test Questions

1.) How many axes are used to create a 3D model?
a. 1
b. 2
c. 3
d. 4

2.) Which one for the following is NOT an axes used to construct a 3D model?
a. X
b. Z
c. Y
d. W

3.) The Right-Hand Rule of 3D Model creation is used to determine what?
a. The positive directions of all axes
b. The negative orientation of each plane
c. The positive sides of each plane
d. The negative direction of all axes

4.) Briefly explain the process of naming each 3D plane.

Grade Level Drafting Assignments Rubric Feedback
90% or more
Description

Level 5 No more than two (2) dimensional and/or Excellent job. You have demonstrated that you fully this
drafting mistakes. understood both AutoCAD and Blueprint Reading for
module.

80% or more Level 4 No more than four (4) dimensional Great job. You have demonstrated that you are
and/or drafting mistakes. understanding both AutoCAD and Blueprint Reading for
this module. I would recommend that you be a little bit
more careful.

Good job. You have demonstrated that you are

understanding some of the concepts for both AutoCAD

70% or more Level 3 No more than six (6) dimensional and/or and Blueprint Reading for this module. I would
60% or more
drafting mistakes. recommend that you look of the lecture again. If there is

any concepts that you do not understand, contact the

instructor.

Level 2 No more than eight (8) dimensional You have demonstrated that you understood some of the
and/or drafting mistakes. concepts for both AutoCAD and Blueprint Reading for this
module. You should review all the material again for this
module. If there is any concepts that you do not
understand, please contact the instructor. Also, I would
recommend a tutoring session with instructor when
applicable.

0% or more Level 1 Nine (9) or more dimensional and/or You should review all the material again for this module. If
drafting mistakes. Did not attempt will there is any concepts that you do not understand, please
result in a 0%. contact the instructor. Also, I would recommend a tutoring
session with instructor when applicable.





TABLE OF CONTENTS

• STUDENT PREPARATION STRATEGY
• LESSON

• BRIDGE
• OBJECTIVES
• PRE-ASSESSMENT
• PARTICIPATORY LESSON
• POST-ASSESSMENT
• SUMMARY

• REFLECTION



DESCRIBE STUDENT PR
STRATEGY

• HAVE STUDENTS READ OVER THE TEXT AND TELL THEM

STUDENTS WOULD HAVE TO ANSWER QUESTIONS ON W
THEN THE CLASS WOULD RECEIVE AN “A” ON THE QUIZ

• HAVE EACH STUDENT WRITE DOWN AT LEAST ON QUES

THE STUDENTS QUESTIONS COULD BE PART OF A QUIZ

• HAVE THE STUDENTS READ ONLY CERTAIN PARTS OF TH

PERTINENT.

REPARATION

M THAT I WOULD HAVE A QUIZ, WHERE TWO RANDOM
WHAT THEY READ. IF THOSE TWO STUDENTS CAN,
.
STION AS IT PERTAINS TO THE READINGS. EACH OF
FOR THE NEXT CLASS.
HE CHAPTERS AS IT WOULD BE THE MOST

BRIDGE

• WATCH THE ATTACHED YOUTUBE VIDEO
• ASK EACH STUDENT TO ANSWER THE FOLLOWING

QUESTION:

• WHICH 3D MODEL WAS YOU MOST IMPRESSED WITH

AND WHY?



OBJECTIVES

STUDENT LEARNING OBJECTIVES:
BY THE END OF THIS LESSON, STUDENTS WILL BE ABLE T

• IDENTIFY AND NAME THE AXES USED TO CREATE A 3D M
• USE THE AXES AND RIGHT HAND RULE TO DEVELOP THE

MODEL. BLOOM (APPLICATION)

TO:

MODEL. BLOOM (KNOWLEDGE)
E PLANES USED TO CREATE A 3D

PRE-ASSESSMENT

I PLAN ON USING A VISUAL-SPATIAL TEST WHICH I CREAT
PLICKERS. THE CLASS WILL BE TESTED AS A GROUP SO T
SINGLE ANYONE OUT FOR THEIR LACK OF KNOWLEDGE. IF
MAJORITY OF THE CLASS FAILS THIS TEST, I PLAN ON SPE
AN ADDITIONAL 20 MINUTES OF THIS CLASS EXPLAINING
ORIENTATION.

TED ON
THAT I DO
FA
ENDING
G MODEL

PARTICIPATORY LESS

INSTRUCTOR ACTIVITIES L

• IDENTIFY THE AXES USED IN 3D MODEL CREATION •

BY DEMONSTRATING AND LOCATING HOW TO FIND •

THEM IN VARIOUS PROGRAMS. •

• IDENTIFY THE POSITIVE DIRECTIONS OF EACH AXIS

BY USE OF THE RIGHT-HAND RULE AND UCS.

• USE THE AXES TO DETERMINE THE NAMES AND

ORIENTATION OF THE 3D PLANES.

SON

LEARNER ACTIVITIES

• OBSERVE AND NAME THE AXES USED IN EACH

PROGRAM

• APPLY THE RIGHT HAND RULE AND UCS TO IDENTIFY

THE POSITIVE DIRECTION OF EACH AXIS

• NAME AND EXPLAIN THE CREATION OF EACH 3D

PLANE

POST-ASSESSMENT

• HAVE STUDENTS OPEN EACH PROGRAM AND BECOME
• UTILIZE A QUIZ ON D2L RECAPPING THE LESSON OF 3D

FAMILIAR WITH LOCATING EACH AXES AND PLANE.
AXES AND PLANES.

SUMMARY

• ONCE EVERYONE IS FINISHED WITH THE TIMED QUIZ, I

AGAIN

• USE A CAT, MUDDIEST POINT, BY HANDING STUDENTS A

SOMETHING THEY MAY NOT BE CLEAR ON. IF THEY UND
BRIGHTEST POINT.

I PLAN ON SUMMARIZING THE CONCEPTS OVER

A SHEET OF PAPER AND ASK THEM TO WRITE DOWN
DERSTOOD EVERYTHING, THEN WRITE THEIR

PERSONAL REFLECTION
EXPERIENCE

I LEARNED IN ACP WHOLE NEW APPROACH TO TEACHING
DEAL WITH MILLENNIALS TO HELPING STUDENTS PREPAR
CLASSROOM ASSESSMENT TECHNIQUES WAS ALSO VER
BELIEVE THAT THERE WERE SO MANY OF THEM. TAKING TH
TOOLS I WILL NEED TO BECOME A BETTER INSTRUCTOR, N

N ON MY ACP

G. WE DISCUSS A VARIETY OF TOPICS FROM HOW TO
RE FOR CLASS JUST IN THE FIRST MEETING. THE 150
RY INTERESTING TO ME BECAUSE I DIDN’T KNOW OR
HIS COURSE HAVE DEFINITELY GIVEN ME MORE
NO MATTER WHERE AND WHAT I TEACH.

Adjunct Certification Program

Going into this journey, I thought this would be a class on what Lonestar College
expects from their adjunct instructors, but was really surprised from the first face-to-face
session. We began with the normal introductions both in class and online. After that, we
were presented with our expectations and assignments that we needed to complete
throughout the course. It was overwhelming to hear that on top of teaching, working a
fulltime job, and developing 3 online course that I would have more things to do like
reading the course textbook, interacting with other classmates, and weekly
assignments. I, at that point, thought what in the world have I gotten myself into. After
calming myself down and listening to the course contents, I start to see how this would
not only make me a better instructor for Lonestar, but a facilitator with a plan to deal
with all sorts of people and courses.

In the first module, we watched a video about how most people viewed the
current majority college students, the millennial generation. In the video, the speaker
who is a millennial, spoke about how society sees them as the spoiled or entitled
generation. She spoke about how they have a lack of respect and will not amount to
much without a handout. I have two kids that are both ‘millennials’ and this was truly an
eye opening experience for me. Some of the thing the speaker spoke about on what
people say about them reminded me of things my parents said about our generation.
We also talked about how this generation is more technology driven and if we want to
reach them as instructor then we must adapt to their style of learning. Later on the
course, we were exposed to a variety of different classroom technologies that we could
incorporate into our classes. I looked though many of them, but the two that I definitely
plan on using was the Poll Anywhere and Plickers. All the classes that I teach require
the use of a computer, so both of those technologies will work perfectly. When Plickers
was introduced to us, I immediately used it in my next face-to-face class. Plickers and
Poll Anywhere are part of the classroom assessment techniques (CATs) I choose. The
classroom assessment techniques are tools that we studied to access course related
knowledge and skills. I created test and poll questions using the above mentioned
technologies to gain insight of the students’ familiarity of 3D. With this knowledge, I can