A Cellphone Holder

Description

In this lesson, students will explore more design functions in XCS, like setting corner radius, combining two basic shapes, knowing how to insert more interesting shapes and how to set the laser engrave processing parameter. Also, they will need to think about how to measure the proper size for phone holders, transfer the size number into XCS and complete the structure design.

Objectives

By the end of class, students will be able to: 

• Set corner radius for basic shapes in XCS

• Get how to combine two basic shapes into one

• Insert more complicated shapes in XCS

• Set the laser cut processing parameters based on new material

Agenda

Section 1 - Introduction (5 minutes)

• Discuss a few questions about types of cellphone holders

Section 2 - Explore (10 minutes)

• Explore how to size a cellphone holder

• Analyze the structure of cellphone holder

• Explore the new design functions in XCS

Section 3 - Design & Create (15 minutes)

• Insert more shapes into the sketch

• Design a cellphone holder, put the plywood in P2 and set the laser cut and engrave parameters

• Cut and assemble the cellphone holder

Section 4 - Presentation (10 minutes)

• Students display their wooden cellphone holder and share their creations

Section 5 - Evaluate (5 minutes)

• Review the lesson objectives

• Leave questions for Lesson 3

Pre-lesson Checklist 

For the teacher:

• finished wooden cell phone holder

• Computer with XCS (xTool Creative Space) installed

• xTool P2 connected to the Smoke Purifier

• 12 inch*12 inch*1/8 inch black walnut sheet 

For the students:

• Computer with XCS (xTool Creative Space) installed

• 12 inch*12 inch*1/8 inch black walnut sheet*1/person

• ruler

Introduction

At the beginning of this lesson, teachers can invite students to talk about a few questions about types of cell phone holders; "What is a cell phone holder? What materials have been used to make a cell phone holder? Where have you seen them in use before? Do you think it is convenient"

Explore

In this session, teachers can show some pictures of different phone holders, including the sample of this lesson. Inspire students to think about how they can design a cellphone holder in XCS. What do they need to do at the first step? 

After analyzing the structure of the phone holder, explore the shape consolidation function in XCS. Get prepared for the design session.

Step 1: Look at the cellphone holders' pictures and analyze their structure. 

Students need to understand, as a phone holder, it has two important structures. One is the 'stand' which makes the holder stable, and the second is the 'hold', that cell phone can be set on it.

Step 2: Discuss what the first step is. Ask if students are interested in making a phone holder involving the process of disassembling the phone holder and observing the two components.

Step 3: Open the software and try to drag the proper shape into canvas. Make sure students can find which shape can be used.

Step 4: Students will compare the four corners of the phone holder's piece and the rectangles in XCS, and find out their differences. Think about how we can change these corners in XCS.

Step 5: After setting the corner radius, students need to think about how they can add thinner rectangles on the big one, and combine them together. 

Tips: Try these 'combine' options one by one, if it's not what you want, 'Ctrl+Z' can cancel this combination.

Design and Create

Size a cellphone holder and record the number. Explore how to insert more shapes in XCS and to complete their cellphone holder sketch. Use 1/8 inch black walnut plywood to cut the cellphone holder pieces and then assemble them.

Step 1: Measure a cellphone's length, width and thickness. Record the data and set the number in XCS. 

Tips: The space above the slot needs to be big enough for the cellphone, not the whole wooden piece.

Step 2: Complete the cellphone holder's sketch in XCS, including shape combinations, and corner radius.

Tips: Make sure the slot is 3mm, otherwise the two pieces of black walnut won't fit together. 

When you want to change the size number freely, please unlock the icon between 'W' and 'H'.

Step 3: If students would like to make their phone holder unique, encourage them to try to add a specific shape on the holder. Check where you can find more shapes in XCS.

Step 4: After the sketch, students need to click the blank space in XCS and wake the 'Material selection', to find the right material. After selecting the right material, click the shape again, students can see the process parameter on the right. Choose the proper process way like 'Score, Engrave or Cut'.

Step 5: Proceed to laser cut the black walnut plywood according to the sketch. Attempt to assemble the two pieces to ensure stability on the table. If students encounter challenges, teachers should assist in identifying issues such as slot thickness, length, or height, and guide them in refining the sketch accordingly.

Presentation

In this session, teachers can invite students to show their cell phone holder and share their ideas. Possible questions to ask students could include: 'How did you determine a perfect size? What's the differences between basswood and black walnut? During the making process, what problems do you have and how do you solve them?' 

Encourage students to think deeper. If they had a chance to design a cellphone holder by themselves, what functions would they like to add? What materials do they prefer to use? Do they think using P2 to make this cell phone holder is convenient?

Evaluate

Now let's review some key points in this lesson and give a hint to students for Lesson 3. 

• How can we change the corners of rectangles?

• If we only want to change the height of a rectangle freely, which icon do we need to unlock?

• How can we combine two basic shapes into one? How many choices can we choose from?

• Are there any differences between engraving parameter and cutting parameter?

• Can we insert text in XCS for our wooden work? Where can we find it? 

• Please find a proverb that you like. We will use it in Lesson 3.

Lesson

Grade 7 (Applied Design, Skills and Technologies) 

Defining 

• Choose a design opportunity

• Identify key features or potential users and their requirements

Grade 8 (Applied Design, Skills and Technologies) 

Applied Technologies

• Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Grade 9 (Applied Design, Skills and Technologies) 

Applied Technologies

• Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks

Making

• Use materials in ways that minimize waste

Grade 10 (Technology Explorations)

Ideating

• Take creative risks in generating ideas and add to others’ ideas in ways that enhance them

• Identify and use sources of inspiration

Making

• Use materials in ways that minimize waste

Grade 11 (Electronics)

Applied Technologies

• Explore existing, new, and emerging tools, technologies, and systems to evaluate suitability for design interest

Grade 12 (Industrial Coding and Design)

Defining

• Establish a point of view for a chosen design opportunity

Grade 7 (Mathematics) General Outcome: use direct and indirect measurement to solve problems.

Grade 7 (Mathematics) General Outcome: describe and analyze position and motion of objects and shapes.

Grade 8 (Mathematics) General Outcome: use direct and indirect measurement to solve problems.

Grade 8 (Mathematics) General Outcome: describe and analyze position and motion of objects and shapes.

Grades 7, 8, 9 (ICT) C1 3.5 analyze and synthesize information to create a product

Grades 7, 8, 9 (ICT) F1 3.4 demonstrate an understanding that digital technology follows a logical order of operations

Grades 10 - 12 (ICT) F2 4.4 evaluate possible potential for emerging technologies

Grades 10 - 12 (ICT) P4 4.3 use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text

Grade 7 (Mathematics) SS7.3 Demonstrate an understanding of 2-D relationships involving lines and angles.

(j) Use geometric constructions to create a design or picture, and identify the constructions present in the design

Grade 8 (Mathematics) CP8.12 (f) explains original intent, why choices were made, how problems were solved, and how work might be refined or extended.

Grade 9 (Visual Arts) CP9.12 Solve visual art problems in new and unfamiliar ways.

(d) describe own decision-making and problem-solving processes, and reflect on the effectiveness of choices made.

(Design Studies 10) DEST2 Explore common principles and elements of design.

1. Identify common elements of design, including; line, form, space, texture, light, colour, type, value and pattern

(Design Studies 10) DEST3 (i) Critically evaluate the efficacy of design decisions made within the prototype.

(j) Adapt and refine the design to reflect data gleaned from the testing of prototypes.

DEST 7 (f) Reflect on the solutions to problems in a journal or portfolio.

DEST9 (d) Identify modifications to improve a current design.

DEST11 (f) Identify a variety of products that share a function but use a variety of aesthetic choices, such as colour, shape, size and surface texture.

DEST12 (b) Use virtual spaces to create prototypes and models of designs.

(c) Develop two-dimensional models of products.

DEST 16 Create a two-dimensional graphic representation using the elements and principles of design.

(i) Assess graphic design products and software and justify the rationale for personal design choices.

DEST18 Critique proposed design solutions to improve overall design.

(a) Create norms for assessing work and providing feedback in a respectful and professional manner.

(g) Offer and accept feedback, constructively and effectively, to improve a design.

Grade 7 Science Learning 

7-0-4B Construct a prototype. (GLO C3)

7-0-9B Express interest in a broad scope of science and technology-related fields and issues.

Grade 8 Science Learning 

8-0-4B Construct a prototype. (GLO C3)

8-0-9b Express interest in a broad scope of science- and technology related fields and issues. (GLO B4)

Grade 9 Mathematics

9.SS.4. Draw and interpret scale diagrams of 2-D shapes.

Grade 10 Mathematics

10E1.G.1 Explain, using examples, the effect of changing the measurement of one or more dimensions on area and perimeter of rectangles.

Grade 11 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 11 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 12 Applied Mathematics

12E5.P.1

• Explain why, in a given context, a certain degree of precision is required.

• Explain why, in a given context, a certain degree of accuracy is required.

• Explain, using examples, the difference between precision and accuracy.

Grade 12 Career Development

GLO H: Participate in lifelong learning supportive of live/work goals. SLOs 3.H.1–3.H.3

Grade 7 - (Mathematics) E1.2 draw top, front, and side views, as well as perspective views, of objects and physical spaces, using appropriate scales

Grade 7 - (Science and Technology)  A1.3 use an engineering design process and associated skills to design, build and test devices, models, structures, and/or systems

Grade 7 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

Grade 8 (Mathematics) E1.1 identify geometric properties of tessellating shapes and identify the transformations that occur in the tessellations

Grade 8 (Mathematics) E1.2 make objects and models using appropriate scales, given their top, front, and side views or their perspective views

Grade 8 (Mathematics) E1.3 use scale drawings to calculate actual lengths and areas, and reproduce scale drawings at different ratios

Grade 8 -  (Science and Technology)  A1.3 use an engineering design process and associated skills to design, build and test devices, models, structures, and/or systems

Grade 8 -  (Science and Technology) D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

Grade 9 (Mathematics) E1.4 show how changing one or more dimensions of a two-dimensional shape and a three-dimensional object affects perimeter/ circumference, area, surface area, and volume, using technology when appropriate

Grade 9 (AVI10) - A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works

Grade 9 (TIJ10) B2.1 use appropriate tools, materials, and equipment

Grade 9 (AVI10) A1.3 document their use of the creative process in a portfolio

Grade 9 (TIJ10) B2.4 demonstrate the ability to use, maintain, and store tools and equipment properly and with care

Grade 10 (ICD20) - A1.2 use a variety of tools and processes to plan, design, and share algorithms and computational artifacts

Grade 10 (TMJ20) B2.3 use correct procedures to prepare materials for the manufacture of a product

Grade 11 (TMJ3M) B3.4 use a computer to operate and control a manufacturing system

Grade 12 (TMJ4M) B3.2 use computers to operate and control systems in the assembly or fabrication of a product

Elementary (Mathematics, Science and Technology)

• Comparing and constructing figures made with closed curved lines or closed straight lines

• constructing parallel lines and perpendicular lines

• Producing a drawing (solids, plane figures, frieze patterns and tessellations) using graphics software

Elementary (Visual Arts)

• Line 

  • (curved, straight, etc)

Elementary (English Language Arts)

The student follows a process in collaboration with peers that includes the following stages:

• Exploratory planning in a risk-taking environment that promotes trial and error and includes:

  • A familiar audience of peers, family and teacher

  • Writing of script, storyboard or rough draft of project

• In collaboration with group members:

  • Seeking of feedback from peers

The student uses language to communicate information, experiences and point of view by:

• Sharing of information with peers and teacher

• Talking about responses and point of view with peers and teacher

• Asking and answering questions from peers and teacher

The student uses language (talk) for learning and thinking by:

• Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:

  • Planning of a project

  • Sharing of ideas and points of view

  • Planning of a cross-curricular or mixed media project

• Practising effective strategies for problem solving:

  • Hypothesizing about, or trying out, different ways of thinking about a problem

  • Planning of or projecting of new ways to use new knowledge

  • Investigation of alternative solutions to a problem

Secondary (Mathematics)

Competency 2

Forms and applies networks of mathematical concepts and processes

• Makes connections between different networks of concepts and processes

• Uses different types of representations

Competency 3

Interprets or conveys mathematical messages

• Expresses his/her ideas using mathematical language, taking into account its rules and conventions as well as the context

Secondary (Visual Arts)

Shares his/her appreciation experience

• Identifies what he/she has learned and the methods used

Grades 6, 7, 8 (Visual Arts) 

Create works of art using identified media and corresponding techniques appropriate to their artistic development.

• Technology - demonstrate an understanding of the elements of art and principles of design using the computer to generate images

• Materials - use tools, materials and equipment safely

Grade 7 (English Language Arts)

Describe and contribute thoughts, feelings, and experiences and compare to those of their peers.

Give and respond to a variety of directions and instructions.

Grade 7 (Mathematics)

Perform geometric constructions.

Grade 7 (Visual Arts)

Analyze elements of art and principles of design to develop skills, language, techniques, and processes.

Create and present expressive work in visual arts for a range of audiences and purposes using a variety of art media including technology.

Grade 8 (English Language Arts)

Use language of harmony and respect, self-monitoring and adjusting as appropriate.

Give and respond to a variety of directions and instructions.

Grade 9 Visual Arts

Synthesize the elements of art and the principles of design to develop skills, language, techniques, and processes.

• Identify properties of a variety of media and technological processes by their sensory qualities and ability to convey message and meaning

• Manipulate and organize design elements to achieve planned compositions

• Use materials and tools safely
  
  Grade 9, 10 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

examine the ideas of others in discussion to clarify and extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

demonstrate active listening and respect for the needs, rights, and feelings of others

analyse the positions of others

Grade 11 ELA

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• follow up on and extend others’ ideas in order to reflect upon their own interpretation of experiences

• ask perceptive/probing questions to explore ideas and gain information

2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

• use their awareness of the difference between formal and informal speech to interact effectively in panel discussions, formal debates, and other structured and formal situations

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

demonstrate sensitivity and respect in interaction with peers and others in both informal and formal situations

Grade 12 ELA

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas and synthesize what is helpful to clarify and expand on their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

Grade 7, 8 (Technology Education) Apply the design process to a project

Grade 7, 8 (Technology Education) Learners will analyse how mechanical and electrical devices work

• Question how mechanical and electrical devices can be used to solve problems (COM/CT)

• Investigate how mechanical advantage is used in simple machines (COM/CT/TF)

• Analyse the efficiency of control systems in a device (COM/CI/CT/TF)

Grade 7, 8 (Technology Education) Learners will formulate possible improvements for an existing product

• Select a product that requires improvement (CT)

• Analyse the limitations of a product (CI/CT)

• Investigate ways to improve a product (CI/CT/COM)

• Evaluate potential improvements for a product (COM/CI/PCD)

Grade 7, 8 (Visual Arts) (6.2) constructively critique their own work and the work of others

Grade 7, 8, 9 (Visual Arts) (6.4) engage in critical reflective thinking as part of the decision-making and problem-solving process

Grade 9 (Mathematics) SCO G03 Students will be expected to draw and interpret scale diagrams of 2-D shapes. [CN, R, T, V]

• G03.01 Identify an example of a scale diagram in print and electronic media.

• G03.02 Draw a diagram to scale that represents an enlargement or a reduction of a given 2-D shape.

• G03.03 Determine the scale factor for a given diagram drawn to scale.

Grade 9 (Mathematics) SCO G04 Students will be expected to demonstrate an understanding of line and rotation symmetry.

• G04.02 Complete a 2-D shape or design, given one half of the shape or design and a line of symmetry.

Grade 9 (Visual Arts) GCO 1: Students will be expected to explore, challenge, develop and express ideas using the skills, language, techniques and processes of the arts

• Manipulate and organize design elements to achieve planned compositions

Grade 10 (Visual Arts) PR 6.4 engage in critical reflective thinking as part of the decision- making and problem-solving process

Grade 10 (Visual Arts) PR 6.6 explore alternative solutions for solving complex problems

Grade 10 (Mathematics) GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

• KSCO i: extend spatial sense in a variety of mathematical contexts

• KSCO ii: interpret and classify geometric figures, translate between synthetic (Euclidean) and coordinate representations, and apply geometric properties and relationships

Grade 11 (Mathematics) GCO D: Students will demonstrate an understanding of and apply concepts and skills associated with measurement. 

• KSCO ii: determine measurements in a wide variety of problem situations and determine specified degrees of precision, accuracy, and error of measurements

Grade 11 (Visual Arts) 1. Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

Grade 11 (Mathematics) GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Grade 12 (Visual Arts) 1. Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

Grade 12 (Mathematics) GCO 1: Students will be expected to demonstrate a basic understanding of the mathematics required to complete measurement problems found in various trades.

Grade 7 (English Language Arts)

1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• examine others’ ideas in discussion to extend their own understanding

3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• 3.1 demonstrate active speaking and listening skills

8. Students will be expected to use writing and other forms of representation
to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

• consider others’ perspectives

• reflect on problems and responses to problems

Grade 7 (Science)

112-3 explain how society’s needs can lead to developments in science and technology

Grade 8 (Production Technology)

4.0 identify production tools and machines used for processing.

5.0 identify methods used to achieve production processes.

Grade 8 (English Language Arts)

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate active speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Key Stage 9

• demonstrate active listening and respect for the needs, rights, and feelings of others

• 3.1 demonstrate active speaking and listening skills

• 3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

Grade 9 (English Language Arts)

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.1 examine their own and others’ ideas during discussion

1.2 ask questions calling for elaboration, clarification, or qualification

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1 demonstrate responsive speaking and listening skills

3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others

English 1201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• 1.1 examine their own ideas when listening

1.1 examine their own ideas when listening

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

2.1 use a range of strategies that contribute to effective informal communication

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

• consistently demonstrate active listening and concern for the needs, rights, and feelings of others

English 2201

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.0 assess their own ideas and points of view in response to others’ ideas and questions

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

7.0 adjust language and delivery when responding personally and critically

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

9.0 evaluate how respect for others is demonstrated when interacting

Grades 7, 8, 9 (Visual Arts)

• explore, challenge, develop, and express ideas, using skills, language, techniques, and processes of the arts

• apply critical-thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works

L1/2 S.1 demonstrate proper care of themselves, tools, materials, equipment, products, and workspace

L1AU.6 demonstrate growth in their own style when creating visual images

L2D.1 demonstrate spatial techniques in 2-D images

Grade 7, 8, 9 (Career and Technical Education)

SCO A.1 apply general safety practices and policies.

SCO B.3 demonstrate construction and fabrication techniques accurately, and in the correct sequence to complete a given task or design challenge

• B.3.5 assemble project components in a logical and efficient sequence

SCO B.3 design projects to solve technical challenges, individually or in small groups, applying a design process to plan, develop, and evaluate the project

• B.3.4 design projects in accordance with specifications;

• B.3.5 fabricate project components in a logical and efficient sequence;

SCO B.4 produce technical drawings to support solutions to design challenges

• B.4.1 apply mathematical skills involving fractions, decimals, estimation, and geometry to support solutions to design challenges;

• B.4.2 describe the function of basic drawing equipment;

SCO C.1 demonstrate basic design and critical thinking strategies to solve technological problems

Grade 7 (English Language Arts)

GCO 1: Speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

• express ideas and points of view using appropriate communication

GCO 2: Communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Interact with sensitivity and respect, considering the situation, audience, and purpose.

Grade 8 (English Language Arts)

express ideas and points of view using effective communication.

Visual Arts 501A

OKS11.1 apply proper safety skills and knowledge to themselves, others, tools, equipment, products, and the workspace

Visual Arts 601A

• OKS12.5 demonstrate an advancement in their development of technical skills and use
  of media

Visual Arts 621A

OKS12.4 work independently

OKS12.5 demonstrate an advancement in their development of technical skills and use of media

Design Technology 701A

A.2 Demonstrate an understanding of design: Line; Texture; Colour; Value; Shape; Form; Space.

Applied Mathematics MAT801A

D1 select and use appropriate measuring devices involving metric measurement

Nunavut follows Alberta, Saskatchewan and Manitoba curriculum standards.

Yukon follows British Columbia curriculum standards.

Northwest Territories follows British Columbia curriculum standards.