Tools & Apps for Robot Design · SHS2 Robotics

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.1 - Use a CAD tool to model parts of robotic systems.

By the end of the lesson, learners can:

Identify at least three common computer-aided design (CAD) tools used for 3D modelling of robot parts.
Explain the purpose of rapid prototyping and why STL file format is important for 3D printing.
Use a CAD tool (such as Fusion 360, SketchUp, or Tinkercad) to create a simple 3D model of a robot component, such as a bracket or wheel hub.
Save and export a 3D model as an STL file.
Present their 3D model to the class and give constructive feedback on peers’ designs using respectful language.

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Curriculum details

Strand: Robot Design Methodologies (Strand 2)
Sub-strand: Tools & Apps for Robot Design (2.2)
Content standard: 2.2.2.CS.1 - 2.2.2.CS.1 Demonstrate understanding of skills in the use and management of 3D printers. 2.2.2.LO.1 Use computer-aided design tools to design 3D models of robot parts and operate a 3D printer for fabrication of prototype robot parts.
Indicator: 2.2.2.LI.1 - Use a CAD tool to model parts of robotic systems.
Suggested placement: Semester 2, Week 6 (Week 26 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. 109

Exemplars (from the NaCCA curriculum)

Talk for Learning: Through questioning, introduce learners to basic design skills for 3D modelling, focusing on rapid prototyping and design concepts (specially designed for digital fabrication and rendering).

Experiential Learning: In small mixed-ability groups, learners use CAD software (e.g., Fusion, SketchUp, etc.) to design 3D models of machine parts and save files as 3D STL files. Share the design with the class for comments.

Experiential Learning: In the same smaller groups, learners use 3D rendering tools (e.g., Cura, etc.) to format and slice existing STL files and prepare them in conformity with the requirements of specific 3D printers. Learners operate a 3D printer to print their 3D models and display them in class for peers to comment on.

Assessment (2.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Resources:
- Flip boards
- 3D CAM software
- 3D CAD software
- Videos