Rapid Prototyping · SHS1 Manufacturing Engineering

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Discuss the principles and process of rapid prototyping.

By the end of the lesson, learners can:

State in sequence the five main steps of the rapid prototyping process, from CAD model creation to post-processing.
Explain the purpose of each step in the rapid prototyping process, including why a CAD model must be converted into an STL file and why slicing is necessary.
Describe the principle of layer-by-layer construction that underlies all rapid prototyping technologies.
Identify the key differences between the prototyping process they learned about in Week 17 (conventional) and the rapid prototyping process.
Discuss, using their own words, why rapid prototyping is considered an “additive” process and what that means for material usage.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.2 - Discuss the principles and process of rapid prototyping.
Suggested placement: Semester 1, Week 18 (Week 18 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: Show learners a video of a typical rapid prototyping process, typically 3D printing, from start to finish.
Collaborative Learning: Learners in mixed-ability groups identify the main process of rapid prototyping such as creation of a 3D computer aided design (CAD) model of the part to be designed, conversion of the CAD model into a Standard Tessellation Language (STL) file, format slicing of the STL file into thin layers and sections, construction of the part layer by layer and post processing of the part (cleaning, joining, finishing etc.). Let learners present their results to the class and receive feedback.
Teaching and Learning Materials:
- * Sample components manufactured using conventional prototyping and rapid prototyping * Audio-visuals * Textbooks
Assessment (1.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.