This shows you the differences between two versions of the page.
people:rhino5cir [2020/08/14] 127.0.0.1 external edit |
people:rhino5cir [2023/09/14] |
||
---|---|---|---|
Line 1: | Line 1: | ||
- | ====== Rhino Curriculum Guide ====== | ||
- | This guide provides curriculum ideas and other helpful suggestions for teaching with Rhino. | ||
- | See this [[https:// | ||
- | |||
- | Back to the [[http:// | ||
- | |||
- | I am presently spending time to clean up a few links and otherwise update the document. | ||
- | =====Table of Contents===== | ||
- | - **[[# | ||
- | - [[http:// | ||
- | - **[[# | ||
- | - Base Modeling | ||
- | - Documentation and Tutorials | ||
- | - Fabrication Machines | ||
- | - **[[# | ||
- | - [[# | ||
- | - [[# | ||
- | - **[[#Design Activity Process]]** | ||
- | - [[#Design Loops]] | ||
- | - [[# | ||
- | - [[#Group Collaboration Model]] | ||
- | - [[#Project Personalization]] | ||
- | - [[# | ||
- | - [[#Grading Rubric]] | ||
- | - [[#Ideas for Design Assignments]] | ||
- | - [[http:// | ||
- | - **Lesson Material** | ||
- | - [[15Skills|15 week Skills Based Lessons]] | ||
- | - [[15week|Design and Fabrication based lessons]] | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - How about adding your outline here too? | ||
- | - Additional Weekly Lessons - Grasshopper, | ||
- | - **Teacher Additional Helps** | ||
- | - Teacher' | ||
- | - Fabrication Techniques Articles | ||
- | - Importing and exporting Models - Models to/from Google, 3dmax, Blender, CAM software, Skeinforge, other? | ||
- | - Repairing Models for Rapid prototyping | ||
- | - Export vs import | ||
- | - **Rhino in STEM Challenges** | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - What are the challenges / competitions you are participating in? Let us know, we'll add them here. | ||
- | - **Educational Standards** | ||
- | - STEM | ||
- | - [[http:// | ||
- | - [[#STEM - Engineering White Papers & Websites]] | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - CAD Skills credentials | ||
- | - [[https:// | ||
- | - [[https:// | ||
- | - Digital Fabrication | ||
- | - [[http:// | ||
- | |||
- | =====Overview===== | ||
- | |||
- | This guide provides curriculum ideas and other helpful suggestions for computer graphics, drafting, design, engineering, | ||
- | |||
- | Rhino can be used in almost any curriculum that teaches 2D layout or 3D modeling. This guide uses design and problem solving activities as well as step-by-step instruction to teach NURBS modeling. | ||
- | |||
- | Rhino is a powerful design and visualization tool you can use with most computers running Windows. Use it to create designs and 3D images that would be difficult to make or take a very long time with other CAD or drawing programs. Rhino lets students create models quickly without having to go through weeks of instruction to make something that is precise and looks realistic. Many students can create simple models in less than ten minutes after some demonstration and instruction. | ||
- | |||
- | Students can continue beyond modeling. Once a model is completed in Rhino, it can then be used with other applications to further enhance a project. For example, students can create a model and export the file to a CNC machine for prototyping or manufacturing. Or they can render the model and use it on web pages, newsletters, | ||
- | |||
- | The biggest decision to make is your approach to teaching Rhino. We will discuss two approaches in this document: technical proficiency and technical adequacy. | ||
- | |||
- | ====Classroom Setup===== | ||
- | |||
- | When setting up the classroom, you will need to install these products: | ||
- | - Base Modeling, rendering and drafting | ||
- | - Rhinoceros Software | ||
- | - GearGen | ||
- | - BoltGen | ||
- | - Documentation and tutorials | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - Computer Programming in Rhino | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | |||
- | - Fabrication Machines | ||
- | - Vinyl Cutter -> Look for a windows print driver for your vinyl cutter and cut directly from Rhino. | ||
- | - Rhino -> VE LXI | ||
- | - Rhino -> Roland Stika or Camm I | ||
- | - Desktop Laser -> Look for a windows print driver for your laser and cut directly from Rhino. | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> Hurricane Laser | ||
- | - Rhino -> Laser Pro | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> Trotec Laser | ||
- | - Rhino -> Universal / Versa Laser | ||
- | - 3D printer -> Export your ' | ||
- | - Rhino -> Afinia Up | ||
- | - Rhino -> Cube | ||
- | - Rhino -> DaVinci | ||
- | - Rhino -> MakerBot | ||
- | - Rhino -> RigidBot | ||
- | - Rhino -> [[http:// | ||
- | - CNC Router -> 2D curves = export .dxf < | ||
- | - Rhino -> Shopbot - Partsworks 2D & 3D | ||
- | - Rhino -> CNC Shark - VCarve Pro and Cut 3D | ||
- | - Rhino -> Other router software | ||
- | - CAM Computer Aided Machining -> 2d curves = export .dxf < | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> [[http:// | ||
- | - Other CAM software | ||
- | - CNC Plasma Cutter -> 2D curves exported as .dxf will open in your Plasma cut software. | ||
- | - Rhino -> [[http:// | ||
- | - Rhino -> Plasma Cam | ||
- | - Rhino -> Techno Plasma | ||
- | - Rhino -> Torchmate CNC | ||
- | - Rhino -> [[http:// | ||
- | - Common add-ons | ||
- | - [[http:// | ||
- | -Watch: | ||
- | -Do: Work along with the video and create two staircases, one straight stairs and one circular stairs. | ||
- | - Watch: [[http:// | ||
- | - Watch: [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - Watch: [[http:// | ||
- | - Watch: [[http:// | ||
- | - [[http:// | ||
- | - Other useful tools | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | =====Curriculum Approach====== | ||
- | ====Technical Proficiency (Skills Based)===== | ||
- | |||
- | Technical proficiency is learning NURBS modeling as a subject using Rhino. It requires a structured approach to learning. Each command and technique is presented and practiced on a daily basis. The following sample schedule is based on using the Rhino Level 1 Training Manual as a textbook. Students will become familiar with most of the commands available in Rhino before they begin their design projects. The sample schedule can be modified to take from four to six weeks to cover the basics of Rhino. | ||
- | |||
- | This approach allows for mastery of the program with fewer projects. While this approach requires more structured class time to learn the software, they will have a broad range of skills in which to complete any project. | ||
- | |||
- | Sample Schedule | ||
- | ^Week ^Subject ^Training Guide Section ^ | ||
- | |1 | Rhino basics, create two-dimensional objects,\\ simple editing commands | Chapter 2 & 3 | | ||
- | |2 | Precision modeling | Chapter 4 | | ||
- | |3 | Editing | Chapter 5 & 6 | | ||
- | |4 | Solids modeling, surface modeling | Chapter 7, 8, & 9 | | ||
- | |5 | Importing and exporting, dimensioning, | ||
- | |6–18 | Projects |(See Sample Activities) | | ||
- | |||
- | =====Technical Adequacy (Project Based)===== | ||
- | Technical adequacy is using Rhino as a tool. It requires students to learn only those commands that will help them finish a project. Only the most frequently used commands and techniques are presented. Other commands will be learned as needed (// | ||
- | |||
- | With this approach, students are involved in more projects and learn how to model in Rhino through problem solving activities. The following sample schedule represents the most common commands used to make most of the objects students will model. There are advanced tools that will let them get greater precision and accuracy with their design, but these can be left for later. | ||
- | |||
- | Demonstrating commands needed for each project can take as little as five minutes. The total time used to teach Rhino can be as little as two and a half weeks or as long as a quarter. Once students see how it works, they can practice and create designs with each new tool. It is important that students not only create designs that are assigned to them, but also be allowed to make their own. | ||
- | |||
- | Also, for the first few weeks, along with teaching Rhino, some lessons on fabrication machine operation and safety procedures are helpful. The first few projects may be focused on various fabrication techniques, allowing students to see how each machine works. | ||
- | |||
- | Notice that this approach lets you introduce students to a wide variety of commands in the first two weeks and gets them started with modeling very quickly. With this method, you should use the Rhino Level 1 Training Manual as a reference. | ||
- | The Rhino User Guide is complete with tutorial models that build on the introductory tutorials below. | ||
- | |||
- | ^Day ^Project ^Training Guide Section ^ | ||
- | |1 | Create a Castle | 3D Solids, | ||
- | |2 | Design a Logo | Extrude, Color, Boolean| | ||
- | |3 | Design a Chair | Sweep, Loft | | ||
- | |4 | Arrow Accuracy | ||
- | |5 | Screw Driver | ||
- | |6 | Rubber Duck | Point editing, trim, blend, join| | ||
- | |||
- | =====Design Activity Process====== | ||
- | |||
- | Design Process Workflow | ||
- | |||
- | 'Drop Dead Dates' need to be considered as part of the framework for project progress and completion. | ||
- | |||
- | All of the sample activities are based on the following design problem format (or similar format): | ||
- | - Problem statement—Give a scenario and the task students must solve. | ||
- | - Limitation/ | ||
- | - Brainstorm solutions—Sketchy, | ||
- | - Select best one—Should provide rationale of their selection. | ||
- | - Develop idea/ | ||
- | - Test/ | ||
- | - Redesign/ | ||
- | - Presentation—Finished assignment presented to the class. | ||
- | |||
- | ====Design Loops==== | ||
- | [[http:// | ||
- | |||
- | ====Organizing the Activity==== | ||
- | ^Instructor ^Student ^ | ||
- | |Arrange students into groups (details to follow). | Students get into groups and go to assigned areas.| | ||
- | |Instruct students on the design challenge (give them the problem handout). | ||
- | |Instruct them to begin drawing ideas on paper. | Students Brainstorm Designs| | ||
- | |Instruct them to model in Rhino. | Students begin drawing their designs on paper and modeling their products on the computer.| | ||
- | |Review objects with students to determine\\ if they meet the design parameters.\\ If not, have them fix.|| | ||
- | |Peer review (details to follow). | Students analyze their material against the parameters to insure it meets the criteria. | | ||
- | |||
- | ====Instructional Material==== | ||
- | * Display examples of similiar products. | ||
- | * Find online videos of engineering concept. | ||
- | * Try to include items of different shapes, materials, and sizes. | ||
- | * Search online for image examples. | ||
- | * Base projects on objects the students have. | ||
- | |||
- | ====Group Collaboration Model==== | ||
- | Working in engineering is about working on a team and working on a team that has to work with other teams. | ||
- | |||
- | * Working in teams on part of a classroom project. | ||
- | * Working on teams as a multi-school project. | ||
- | |||
- | ====Project Personalization==== | ||
- | An effective model to allow some design process and at the same time be involved with more technically advanced projects is to use a model made up of component parts. | ||
- | |||
- | ====Multi-Level Class==== | ||
- | When your class includes students with computer drawing experience varying from basic to advanced, you will have to do some grouping. | ||
- | Students with similar experience form groups and work together as a team. Students can be separated into levels—basic, | ||
- | Minimum objectives for each group are shown in the following table: | ||
- | ^Levels ^ Rhino Capabilities Used\\ (Basic Navigation and following:) ^ Type of Bottle\\ (Required) ^ Other Projects\\ (Or other objects chosen) ^ | ||
- | |Basic | Line/Curve, Solid primitives, | ||
- | |Intermediate | All above and the following: | ||
- | |Advanced | All above and the following: | ||
- | |||
- | ====Grading Rubric==== | ||
- | This grading rubric is included to help students understand what is expected and the critical parts of their project development. | ||
- | * **Group A - Project** | ||
- | - Process planning - All projects | ||
- | - Time Frame - All projects | ||
- | * **Group B - Documentation** | ||
- | - Measurement & Sketch Accuracy | ||
- | - Dimensioning | ||
- | - Sketch details | ||
- | - 2D CAD Drawing | ||
- | - 3D Representation | ||
- | - Model Accuracy | ||
- | - Views and Representation | ||
- | * **Group C - Fabrication** | ||
- | - Safety Check and pre-startup inspection | ||
- | - Making | ||
- | - Inspection | ||
- | - Part Fit and Function | ||
- | * **Group D - Final Presentation of Project** | ||
- | - Written | ||
- | - Speaking | ||
- | |||
- | |||
- | =====Ideas for Design Assignments==== | ||
- | |||
- | One of the best ways to get students to learn how to use Rhino is to have them make real world objects. Encourage them to figure out how to break down an object into various modeling operations and then do it with precision. Here are some examples to give to students so they can practice their skills: | ||
- | |||
- | ^ Entry-Level ^ | ||
- | | Kleenex box | | ||
- | | Pen/pencil | | ||
- | | Pop can/bottle | | ||
- | | Dice (4, 6, 8 sided) | | ||
- | | Flower vase | | ||
- | | Stool | | ||
- | | Table with objects on top of it | | ||
- | | Drinking cups | | ||
- | | Christmas ornaments | | ||
- | | Squirt bottle | | ||
- | | Screwdriver, | ||
- | | Jewelry box | | ||
- | | DVD case | | ||
- | | Radio, speakers | | ||
- | | Table or desk lamp | | ||
- | |||
- | ^ Intermediate ^ | ||
- | | Tube of toothpaste, toothbrush | | ||
- | | Computer, monitor, printer | | ||
- | | Headphones | | ||
- | | School desk, office chairs | | ||
- | | Watch, alarm clock | | ||
- | | DVD player, stereo | | ||
- | | Dishes/pots & pans | | ||
- | | Stove/ | ||
- | | Lipstick, mascara, perfume bottle, Sculpture piece | | ||
- | | Overhead projector | | ||
- | | Hammer, wrench, pliers | | ||
- | | iPod or Android Music Player | | ||
- | | Calculator | | ||
- | | Electric wheel chair | | ||
- | | Phone / Camera | | ||
- | |||
- | ^ Sophisticated ^ | ||
- | | Car, truck, train | | ||
- | | Roller blades | | ||
- | | Ship/boat | | ||
- | | Bicycle | | ||
- | | Animals | | ||
- | | Sunglasses, safety glasses | | ||
- | | Tennis shoe | | ||
- | | Airplane, helicopter, Drone | | ||
- | | Computer mouse, FLash drive | | ||
- | | Piano, musical instruments | | ||
- | | Skull/bones | | ||
- | | Child’s pull toy | | ||
- | | Hat, helmet | | ||
- | | Humanoid | | ||
- | | Cell phone, remote control, Robot | | ||
- | =====STEM - Engineering White Papers & Websites===== | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// | ||
- | - [[http:// |