SHS1 Manufacturing Engineering · Semester 1 Week 17: Rapid Prototyping

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Explain the fundamental difference between conventional prototyping and rapid prototyping.

By the end of the lesson, learners can:

Compare the characteristics of a conventionally prototyped component and a rapidly prototyped component when presented with physical samples.
Explain the fundamental difference between conventional prototyping and rapid prototyping in terms of time, technology and cost.
State at least three major differences between conventional and rapid prototyping in a class discussion.
Construct a concept map that organises the characteristics of conventional and rapid prototyping.
Justify why a manufacturer might choose one prototyping method over the other for a given scenario (depth-of-knowledge Level 2 and Level 3 reasoning).

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Curriculum details

Strand: Design and Prototyping (Strand 2)
Sub-strand: Rapid Prototyping (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate knowledge and understanding of the basic principles of product prototyping and product development. 1.2.2.LO.1 Explain the principles and essence of rapid prototyping for product development.
Indicator: 1.2.2.LI.1 - Explain the fundamental difference between conventional prototyping and rapid prototyping.
Suggested placement: Semester 1, Week 17 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 37

Exemplars (from the NaCCA curriculum)

Experiential Learning: Bring sample components manufactured using conventional prototyping (e.g. welding, machining) and one manufactured using rapid prototyping (e.g. 3D printing) to class and let learners describe the characteristics of each component. Use concepts maps to organise characteristics of the two
Talk for Learning: Learners tell the major difference between conventional prototyping and rapid prototyping considering the technologies used and how quick the work pieces are produced. Encourage learners add to what others say and organize their contribution using webbing.
Teaching and Learning Materials:
- * Sample components manufactured using conventional prototyping and rapid prototyping * Audio-visuals * Textbooks
Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.