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CAD Design – Creating 3D Models

Project "Innovations in VET education" is co-financed by the European Union

Introduction to the WebQuest Topic
Information for the Teacher

Introduction to the WebQuest Topic

Nowadays, designing with CAD (Computer-Aided Design) technology is an essential element of modern engineering and architecture. CAD allows the creation of 3D models with unprecedented precision, enabling designers to visualize, analyze, and optimize projects at a very early stage. Using 3D modeling techniques, the strength and functionality of structures can be tested, their behavior in various conditions predicted, and, importantly, costly mistakes can be avoided in the design phase.

3D models are a key tool that changes the way we think about production and design processes. In CAD, models are created not only to be seen but primarily to be analyzed and improved. CAD programs are used in almost every technical field – from building and infrastructure design, through automotive and aerospace industries, to jewelry making, furniture design, and creating models for 3D printing. CAD enables product prototyping and adapting them to specific needs, which enhances the quality of final projects and shortens time-to-market.

Solid Modeling – This is the basic modeling technique, where objects are created by adding or subtracting simple geometric solids such as cuboids, cylinders, or spheres. Solid modeling is widely used in mechanical engineering, architecture, and product design. It enables the creation of both simple and complex shapes, which can then be analyzed for strength and structural properties. The group working on solid modeling will discuss the advantages and limitations of this method, tools that can be used, and its applications in various technical fields.

Surface Modeling – Surface modeling allows the creation of complex, smooth surfaces with precisely defined curvatures. It is a more advanced technique than solid modeling and requires better skills and often more advanced computer hardware. It is mainly used in the automotive and aerospace industries, where complex shapes are designed, such as vehicle bodies, device enclosures, or aerodynamic wing elements. The group responsible for surface modeling will present the advantages of this technique, application examples, and hardware requirements.

Information for the Teacher

This WebQuest is intended for students in vocational schools studying technical fields such as mechatronics, architecture, and mechanical engineering. The topic introduces students to the principles and techniques of 3D modeling using CAD (Computer-Aided Design) software. Through this task, students will learn the process of creating digital models of objects, gaining both a foundational understanding of design and practical skills in using tools for creating three-dimensional structures.

By completing the WebQuest, students will:

• Learn the basic functions of CAD software.

• Discover the most common techniques for 3D modeling.

• Understand the advantages and applications of 3D design across various industries.

• Develop teamwork skills and the ability to analyze and present acquired knowledge.

Students will work both independently, gathering information, and in groups, preparing presentations on their assigned topics. The task will be completed under time pressure.

Suggested time for completing the WebQuest:

Students will work on the task for 12 class hours.

Assessment Criteria:

• The extent to which the topic is covered (maximum score: 5, exceeding this knowledge: score 6).

• Aesthetic quality of the presentation and the method of presenting information.

• Engagement and teamwork skills of students.

Evaluation:

• The teacher will help students analyze the content together until they understand it. The teacher will provide assistance, advice, and explanations, not ready-made solutions. This method will be a good way to foster independent action and creative thinking.

• The teacher should thoroughly analyze the content with the students until they understand it. However, the teacher should serve more as a guide, offering advice and explanations, not ready-made solutions. This method will foster independence and creative thinking.

• The division into groups can be made based on different criteria, such as cognitive abilities, skills, or interests, to balance the group dynamics.

• The teacher can assist students during group work by asking guiding questions. It is important to remember that they are learning a new way of working (process).

• The teacher should provide students with specific information regarding the evaluation of their achievements, both during group work and when summarizing the results.

• The time for completing the project should be adapted to the students' abilities. It is not predetermined. The suggested time frames for each stage should be treated as indicative.

TASK

You will be divided into 4 groups. Each group will work on one of the following topics and prepare a presentation on a chosen 3D modeling technique. The presentation should include a detailed discussion of the techniques, their practical applications, and their advantages and limitations.

Topics to be assigned:

Group 1: Solid Modeling – discussion of basic tools and functions, applications of this technique in architecture, engineering, and industrial design.

Group 2: Surface Modeling – characteristics of this method and its use in designing advanced shapes, e.g., in the automotive and aerospace industries.

Group 3: Parametric Modeling – explanation of the concept of design using parameters, its advantages in optimizing projects, and practical examples from the engineering industry.

Group 4: 3D Printing and Preparing CAD Models for Printing – discussion of the principles of designing models for 3D printing, technological limitations, and the impact of this technology on industry.

During the presentation, one member of each group will assume the role of an expert on the discussed technique, while the others will take the role of listeners, asking questions and initiating discussions about the applications, advantages, and challenges of the technique.

Why work in groups?

Each group will be responsible for a different aspect of CAD design, allowing students to understand the diversity and specificity of 3D modeling methods. Working together on the task enhances collaboration skills, facilitates idea exchange, and supports the development of individual competencies in presentation and argumentation.

Stage 1: Introduction to the Task

• Familiarization with the WebQuest topic and available sources.

• Initial discussion of CAD applications in various fields and different 3D modeling techniques.

Stage 2: Working on Presentations

• Students will be divided into four groups. Each group will receive one topic.

• Each group will prepare a multimedia presentation on their 3D modeling technique, including a detailed explanation of the process, practical examples, and applications.

Stage 3: Discussion and Presentation of Results

• Presenting the results of the work to the class.

• Discussion of the key techniques and applications in 3D design and the choice of appropriate methods depending on project requirements.

• Conclusions about the most commonly used techniques and future trends in 3D design

Stage 4: Evaluation

• Evaluation of students' engagement, presentation quality, and participation in the discussion.

• Summarizing the knowledge gained during the WebQuest and conclusions about the importance of CAD design.

Work Stages and Time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

Teacher’s Guide

1. Before starting the WebQuest, the teacher should familiarize themselves with its content and assess whether there is a need to supplement the students' base knowledge to ensure the smooth execution of the WebQuest.

2. The teacher should carefully analyze the content of the WebQuest together with the students to ensure that they understand its subject matter.

3. Before assigning the WebQuest, the teacher should review the sources and, if necessary, select, limit, or expand them with additional (current) links.

4. Group division can be made according to various criteria, such as cognitive abilities, skills, interests, or predispositions, to ensure balanced group dynamics.

5. The time allocated for completing the WebQuest should be adapted to the students' abilities. It is not predetermined. The teacher should set it individually according to the abilities of the specific group of students.

6. The teacher should provide assistance at every stage of the WebQuest, consulting the progress of work and the quality of collaboration.

7. Students should be provided with access to computers and the internet, and it is recommended to work on computers with large screens (to create a collaborative work environment).

8. It is recommended to carry out the WebQuest among students from other technical/vocational education profiles different from the topic of the WebQuest. This allows students to expand their knowledge in other technical/vocational areas and develop in a new field.

9. When drawing conclusions from the completed WebQuest, the teacher should particularly focus on analyzing the soft skills (e.g., teamwork, negotiation, collaboration, presentation skills) that each student acquired during the WebQuest. These skills will be very useful in their future professional work (this can also be part of an additional evaluation).

10. It is suggested to promote the results/products achieved by the students through the WebQuest within the educational institution as "best practices," thus encouraging other students/teachers to use this innovative teaching method.