Project 9.3 Virtual Design Challenge - Madison Local … · Project 9.3 Virtual Design Challenge Project 9.3 Virtual Design Challenge Page ... Project 9.3c Design Project Tally Sheet

Introduction

Where did the food come from that made up your breakfast this morning? Was it grown, picked, processed, packaged, and sold to you by the same person? Was the vehicle that brought you to school today designed and manufactured by a team of people that went to work in the same building, took their lunch breaks together, and communicated with each other using the same language?

Being able to see and talk with your teammates is an ideal situation, but technological systems typically rely on the expertise of individuals that are scattered across the world. For years, engineers have worked in virtual teams to develop solutions to problems. As communication tools such as email become integrated into cultural practices, so too does the practice of working in virtual teams. A virtual team is made up of people that rely primarily or exclusively on electronic forms of communication to work together to accomplish a goal. Up until this point, you have worked in teams that use face-to-face contact as the primary means of communication. There are inherent benefits to this. Teams that exist under one roof have the ability to converse spontaneously when generating ideas and often read each other’s body language to identify and thwart conflicts before they occur. Teams that rely on face-to-face contact often socialize with each other and build personal bonds of friendship that result in a level of trust that is critical to tackling responsibilities that are beyond the capability of one individual. In order to develop a greater understanding of what it is like to function as an engineer in the 21st century, engineering students must be willing to step outside of their comfort zone to experience teamwork through a virtual environment.

Project 9.3 Virtual Design Challenge

Page 1 of 4Project 9.3 Virtual Design Challenge

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Equipment

� Project 9.3 Virtual Design Brief (The teacher will provide) � Project 9.3c Design Project Tally Sheet � Project 9.3d Periodic Ten Point Evaluation � Project 9.3e Periodic Self Evaluation � Project 9.3f Engineering Notebook Evaluation � Project 9.3i Summary Presentation Evaluation � Project 9.3j Teammate Performance Summary � Engineering notebook � Computer � Solid CAD modeling program � Microsoft� Word

� Microsoft� PowerPoint� � Printer � Scanner � Digital camera � Internet access � Email � Tools for established communication method

Procedure In this project you will be teamed up with another student who is not in your class. You will use your knowledge of design process, engineering tools, the Internet, and methods other than direct face-to-face contact to communicate and work with your partner to solve a given problem.

1. Once your teacher has paired you up with a virtual teammate and informed you of your

design challenge, work with your partner to establish team norms and a project timeline through Activity 9.4 Team Norms.

2. Make at least one entry in your engineering notebook for every class period. Identify all of your research sources and sketch all of your ideas in your engineering notebook. Use the Project 9.3f Engineering Notebook Evaluation Rubric as a guide.

3. Use teacher preference as your primary means of communication. If you expect your teammate to respond to you, indicate this in your message. Do not assume that your partner has received your message.

4. Take pictures of your sketches and send them to your partner based on teacher preference.

5. Create a file folder structure within your student folder that follows the team norms that you and your partner have established. As you receive files from your teammate, save the file to your network folder according to the file revision protocols. This will be especially important with CAD and PowerPoint� files.

6. Every five class days, fill out and submit a Project 9.3d Periodic Teammate Ten Point Evaluation and a Project 9.3e Periodic Self-Evaluation form. This is a requirement. These documents will be kept confidential and will be stored by your instructor until the end of the project.



7. For this project create a set of working drawings that will completely communicate the necessary information for someone to fabricate your design solution. This set of drawings will comply with the appropriate ANSI / ASME drawing standards.

a. All non-standard parts must be represented by dimensioned technical drawings, complete with notations and title blocks.

b. A multi-view assembly drawing and an exploded isometric assembly complete with balloons and parts list must be included. All parts lists must be positioned and labeled correctly. Title blocks will be included on both drawings and positioned correctly.

8. At the conclusion of this project, you and your partner will create a summary

presentation using software such as PowerPoint� or Prezi that you will deliver individually to your classmates. This presentation is to last no more than five minutes. Use the Project 9.3i Summary Presentation Evaluation as a guide in the development of this presentation. Use this evaluation to gauge the quality of each team’s delivery of their presentation

9. When the presentation is finished and the final class evaluation of the visual, structural, and functional qualities of each team’s design has been conducted, fill out the Project 9.3j Teammate Performance Summary.

The Design Briefs are as follows:

Modular Coffee Shop Table Design Brief

Speaker Support System Design Brief

Antique Goblet Display Case Design Brief

Happy Meal Toy Design Brief

Wooden Mechanical Toy Design Brief

Locker Organizer Design Brief



Conclusion 1. What forms of communication did you utilize while working with your virtual teammate?

2. Did you experience any conflicts with your partner, and if so, how did you resolve them?

3. What was the most challenging part of this design experience?

4. How was the design process utilized through this design challenge?

5. What are the advantages of working in a virtual team over working in a team that relies solely on face-to-face contact?

6. Did you add any other constraints to your design challenge? If so, why?



Client: Mr. Smith’s Coffee Shop Target Consumer: University students 17-30 years old Designer: __________________________ Problem Statement: The current lounge chair and living room-style seating areas in Mr.

Smith’s Coffee Shop are too large and cannot accommodate the growing number of patrons.

Design Statement: Design and model a modular table that will allow a greater number of

patrons to be serviced at Mr. Smith’s Coffee Shop. Constraints:

1. Minimum of two (2) adults seating per table. 2. Modular table design must interlock for stability. 3. Maximum material costs are $200 per table. 4. Maximum weight limit of 50 lb per table. 5. Initial design concept is due in 1 week.

Project 9.3a(i) Virtual Design Briefs (Modular Coffee Shop Table)

Page 1 of 3Project 9.3a(i) Virtual Design Briefs (Modular Coffee Shop Table)




Note: Each tile is 12” x 12”



Project 9.3a(ii) Virtual Design Briefs (Speaker Support System)

Client: Worldwide Stereo Designer: Problem Statement: The teacher does not have sufficient space in the classroom

to utilize a set of quality speakers. One speaker sits on the floor and one sits on top of a bookshelf, thus occupying space that is needed for classroom activities and storage. Also, the sound quality is poor due to the current arrangement.

Design Statement: Design a speaker support system that will allow the two

speakers to be securely mounted to the classroom’s concrete block wall(s).

Constraints: 1. The design must be ready for manufacturing in 4

weeks.

2. Each speaker is 12”H x 9”W x 9”D.

3. Each speaker weighs 10 lbs.

4. The system must be able to fit in an 11”x 8.5”x 5.5” USPS Priority Mail Flat Rate Box for shipping purposes (not including the speakers).

5. The system must weigh less than 20 lbs (not including the weight of the speakers).

6. The support system must be mechanically fastened to a concrete block wall (mechanical fasteners provided by the clients).

7. The system must allow speakers to be adjusted by tilting forward/backward and panning left/right.

Page 1 of 1Project 9.3a(ii) Virtual Design Briefs (Speaker Support System)


Client: Sweeney & Meltzer Antiques LLC Designer: __________________________ Problem Statement: Existing shipping containers for antique goblets provide protection while in

transit but do not allow for easy viewing of the goblet. Existing display cases offer great visibility but do not protect goblets during shipping. The owner of an antique priceless goblet has agreed to allow the artifact to travel among museums only if the item will be protected and if people will be able to clearly see it.

Design Statement: Design a shipping container for an antique goblet that will protect the

goblet during shipping but can also be used to give an unobstructed view of the goblet when it is on display. The case should be able to be modified on the inside to accommodate other goblets that vary slightly in size. Also the case should be designed to fit into a larger flight case that holds four (4) of the display cases.

Constraints:

1. The container must accommodate the goblet provided by the client. The file has been provided for your use in the design (grail.ipt).

2. The case must be made of 8 parts minimum, with each team member creating 4 parts minimum.

3. The case must be assembled with simple joinery (no butt joints). Constraints do not count as joinery.

4. The case should be designed to fit four (4) cases into the flight case provided by the museum. See photo at end of document.

5. The case must have a device that holds the goblet secure when the case is open and does not obstruct the viewing of the goblet.

6. The case must have a latch or locking mechanism to provide a secure closure while in transport.

Project 9.3a(iii) Virtual Design Briefs (Antique Goblet Display Case)

Page 1 of 2Project 9.3a(iii) Virtual Design Briefs (Antique Goblet Display Case)


Image of the Goblet (grail.ipt)

Goblet Specifications:

Overall Height = 7.59 inches Base Diameter = 3.96 inches Mouth Diameter = 4.97 inches

Image of Flight Case

Flight Case Specifications

Exterior Dimensions Height = 22.5 inches Width = 26.75 inches Depth = 13.5 inches

Interior Dimensions ** Height = 21 inches

Width = 25.25 inches Depth = 12 inches

** These values do not include any interior case padding.

Page 2 of 2Project 9.3a(iii) Virtual Design Briefs (Antique Goblet Display Case)


Client: McDonald’s Restaurant Chain Target Consumer: Children 3-7 years old Designer: __________________________ Problem Statement: McDonald’s has recently acquired the film rights to all Disney Entertain

films. The first film project that they are going to use in the Happy Meal is based on the film “Rolie Polie Olie – The Great Defender of Fun.”

Design Statement: Design a Happy Meal Product Line based on the Disney Film “Rolie Polie

Olie – The Great Defender of Fun”. The toy should reflect the theme of the film.

Constraints: 1. The toy must reflect the theme of the film. 2. The toy must be made up of at least 5 parts. 3. The toy must be able to do something related to the film (i.e., ride, fly,

etc.). 4. The toy must have an additional feature that functions as an accessory. 5. The toy may not exceed 3” x 3” x 5”. 6. The toy must comply with U.S. Consumer Safety Commissions child

safety regulations.

Project 9.3a(iv) Virtual Design Briefs (Happy Meal Toy)

Page 1 of 1Project 9.3a(iv) Virtual Design Briefs (Happy Meal Toy)


Client: Craft supply and toy sellers Target Consumer: People who like to construct home craft projects Designer: __________________________ Problem Statement: Do-it-yourself home projects are becoming increasingly popular. People

are often looking for beginner to intermediate home craft projects. Design Statement: Design and model a mechanical toy that can be assembled with small

brads and/or glue. Constraints:

1. Must be a free standing toy. 2. May not have a footprint that exceeds 6” depth x 12” width x 10” height. 3. Must be manually operated. 4. Must have a minimum of three separate motions or moving actions

once assembled. 5. Must be made of wood or plastic. 6. Motions should be cause/effect.

Project 9.3a(v) Virtual Design Briefs (Wooden Mechanical Toy)

Page 1 of 1Project 9.3a(v) Virtual Design Briefs (Wooden Mechanical Toy)


Client: School Superintendent Target Consumer: High school students Designer: __________________________ Problem Statement: School lockers are a mess. Students can never find a pen, pencil, or

calculator, and their homework is always getting lost. Those who bring their lunch to school often find their food crushed under a sea of books and binders. Because of the clutter, it is often difficult for students to close their locker doors completely.

Design Statement: Design a high school locker organization system that will neatly contain

items commonly used and kept at school. Constraints:

1. Design must fit within your school locker. 2. Design must be easy to install. 3. Must hold/organize a minimum of 5 typical locker items other than

books. 4. All items must be modeled and inserted in the final assembly. 5. No flammable materials may be used in the design.

Project 9.3a(vi) Virtual Design Briefs (Locker Organizer)

Page 1 of 1Project 9.3a(vi) Virtual Design Briefs (Locker Organizer)


Project 9.3b Virtual Teaming Rubric

Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total

Technical CAD

Drawings

20%

All assigned drawings are present including the exploded isometric with parts list and balloons. View selection, title block, and dimensions follow ANSI standards.

Not all assigned drawings are present including the exploded isometric with parts list and balloons. OR View selection, title block, and dimensions do not follow ANSI standards.

Not all assigned drawings are present including the exploded isometric with parts list and balloons. AND View selection, title block, and dimensions do not follow ANSI standards.

All of the parts were created and assembled but only a few of the parts were placed into drawings and dimensioned to ANSI standards.

Some of the parts were created and placed into drawings, but view selection and dimensions did not follow ANSI standards.

_____/10

Presentation

20%

Content: Accurate and complete Delivery: Effective, relaxed, good body language, voice, and eye contact Organization: Logical sequence and engaging Preparation: Detailed Visual Aids: Excellent, easy to read, and relevant

Content: Accurate and adequate Delivery: Adequate and mostly relaxed, good body language, voice, and eye contact Organization: Mostly provides a logical sequence, but a few flaws exist Preparation: Adequate Visual Aids: Adequate, easy to read, and relevant

Content: Inaccurate and inadequate Delivery: Does not stay on topic, appears tense, and body language, voice, and eye contact are inappropriate Organization: Somewhat logical but confusing at some points Preparation: Adequate Visual Aids: Somewhat effective with errors in spelling or vocabulary

Content: Information does not address topic Delivery: Omits key information, appears tense, and body language, voice, and eye contact are inappropriate Organization: Disorganized, unclear, or confusing Preparation: Shows a lack of preparation Visual Aids: Lacks effectiveness with errors in spelling or vocabulary; some required elements not present

Content: No evidence of accurate information Delivery: No effective delivery of required information Organization: No evidence of organization Preparation: shows no evidence of preparation Visual Aids: Shows no evidence of visual aids

_____/10

Engineering Notebook

40%

Contains properly formatted daily entries, complete design brief, neat and well-annotated sketches, properly cited research, evidence of documented decision making, clear and concise correspondence with team members.

Contains properly formatted entries with a few days missing, complete design brief, neat and somewhat well-annotated sketches, properly cited research, evidence of documented decision making, somewhat clear and concise correspondence

Contains improperly formatted entries with a few days missing, incomplete design brief, neat and somewhat well-annotated sketches, improperly cited research, evidence of undocumented decision making, somewhat clear and concise correspondence

Contains improperly formatted entries with many days missing, incomplete design brief, poorly done sketches without annotation, improperly cited research, evidence of undocumented decision making, unclear and confused correspondence with team

Contains unformatted entries with many days missing, incomplete design brief, poorly done and/or missing sketches are without annotation, no evidence of research, no evidence of decision making, unclear, confused, or missing correspondence

_____/20

Page 1 of 2Project 9.3b Virtual Teaming Rubric


with team members

with team members

members with team members

Self Evaluation

10%

Evaluations are all present and complete with thoughtful comments in proper grammatical format

Evaluations are all present and mostly complete with comments that have some grammatical errors

Some evaluations are missing and are mostly complete, while some of the comments are missing or have errors

Many evaluations are missing, and the ones present are incomplete with errors

Evaluations are missing or very incomplete with no evidence of effort

_____/5

Teammate Evaluation

10%

Evaluations are all present and complete with thoughtful comments in proper grammatical format

Evaluations are all present and mostly complete with comments that have some grammatical errors

Some evaluations are missing and are mostly complete, while some of the comments are missing or have errors

Many evaluations are missing, and the ones present are incomplete with errors

Evaluations are missing or very incomplete with no evidence of effort

_____/5

Total _____/50

Page 2 of 2Project 9.3b Virtual Teaming Rubric


______/100

Project 9.3c Design Project Tally Sheet Student Name: _______________________

The final student average is derived from seven categories of varying grade weight:

35% from the Instructor’s evaluation of the technical CAD Drawings

Total _____/_____ = _____/35

15% from the final summary PowerPoint� presentation

Total _____/______ = _____/15

25% Evaluation of individual (each teammate must submit one) engineering notebook

Total _____/_____ = _____/25

10% from the average of your teammate’s assessment of your work contribution (worth 10 points each) submitted in intervals of every five class days, and the average quality of the same assessments (worth three points each) that you submit for your teammate

Evaluation Period

Grade from Teammate

Quality Points

Evaluation Period

Grade from Teammate

Quality Points

____to____ _____/10 _____/3 ____to____ _____/10 _____/3

____to____ _____/10 _____/3 ____to____ _____/10 _____/3

____to____ _____/10 _____/3

Total _____/_____ = _____/10

5% from the completion of self-evaluations in intervals of every five class days

Evaluation

Period Quality Points

Evaluation Period Quality Points

____to____ _____/3 ____to____ _____/3

____to____ _____/3 ____to____ _____/3

____to____ _____/3

Total _____/_____ = _____/5

5% for exploded view drawings with balloons and accurate bill of materials

Total _____/_____ = _____/5 5% from the class’s average assessment of the design’s visual, structural, and functional characteristics Total _____/_____ = _____/5

Page 1 of 1Project 9.3c Design Project Tally Sheet


Project 9.3d Periodic Teammate Ten Point Evaluation

Evaluator: Teammate:

Evaluation Period: ________ to ________

What did your team accomplish over the past five class days?

Strongly Agree Agree Disagree

Excellent Satisfactory Poor

Individual put forth his/her best efforts 2 1 0

Individual contributed productively to the goal 2 1 0

Individual followed through on assigned tasks 2 1 0

Individual’s work was high quality 2 1 0

Individual consistently stayed on task 2 1 0

If you had the choice, would you work with this individual for another five (5) class days? Yes No If you are not satisfied with this individual’s efforts over the past five (5) class days, have you discussed this with him/her? Yes No NA

Explain in detail why you have given the above evaluation, and list all of the accomplishments that were made by this individual (or lack thereof) during the past five class days:

Teacher’s Evaluation: 3 2 1

Page 1 of 1Project 9.3d Periodic Teammate Ten Point Evaluation


Project 9.3e Periodic Self-Evaluation

Name: Evaluation Period: _______ to ________

What was the five-day class goal for your team?

Did the original goal change during the past five class days? If yes, explain how.

After five class days, do you believe progress was made toward the end goal? Yes No

Do you believe the amount of progress was proportional to the amount of time that you and your teammate had invested? Yes No

Did you learn anything new in the process? Yes No

If yes, please explain:

Did you experience any difficulties with the project during the past five days? Yes No

If yes, please explain:

Teacher’s Evaluation: 3 2 1

Page 1 of 1Project 9.3e Periodic Self-Evaluation


Project 9.3f Engineering Notebook Evaluation Rubric

Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points

Total

Group 1

25%

Includes design brief, Gantt chart, documentation of partner introduction, team norms, and product research.

One item is missing from the group.

Two items are missing from the group.

Three items are missing from the group.

Four items are missing from the group or all items are missing from the group.

Group 2

25%

Includes thumbnail sketches, annotated sketches, partner’s annotated sketches, decision matrix criteria, and final decision matrix.





Group 3

25%

Includes working drawings, power point presentation, all periodic self-evaluations, all periodic teammate evaluations, and all teammate summary evaluations.





Group 4

25%

Includes proper notebook format with table of contents, sequence, signatures, dates, and neatness.





Page 1 of 1Project 9.3f Engineering Notebook Evaluation Rubric


Project 9.3g Engineering Notebook Evaluation Itemized

Student Name: ____________________________ Your engineering notebook entries should be proportional to the amount of time that they represent (i.e., 45 minute class period). Your notebook must contain dated entries, noted class absences (for yourself and/or your partner), the design brief, overviews of the day’s activities, research information, sketches of ideas with notations, reasons for selecting an idea to develop, digital pictures and/or screen-grabs of development work (CAD models, prototypes, technical drawings), notes on prototyping experiences (problems encountered, lessons/skills learned), notes on testing methods and results, speculation regarding why specific problems occur, and information on design corrections.

Excellent Satisfactory Poor Not Present Date 3 2 1 01. Table of Contents [ ] [ ] [ ] [ ]

2. Design Brief [ ] [ ] [ ] [ ]

3. Gantt Chart [ ] [ ] [ ] [ ]

4. Partner Introductions [ ] [ ] [ ] [ ]

5. Activity 9.4 Team Norms [ ] [ ] [ ] [ ]

6. Product Research Documentation [ ] [ ] [ ] [ ]

7. Annotated Sketches [ ] [ ] [ ] [ ]

8. Decision Matrix [ ] [ ] [ ] [ ]

9. Working Drawings [ ] [ ] [ ] [ ]

10. Power Point Presentation [ ] [ ] [ ] [ ]11. Periodic Self-Evaluation [ ] [ ] [ ] [ ]

12. Periodic Teammate Evaluation [ ] [ ] [ ] [ ]

13. Teammate Performance Summary [ ] [ ] [ ] [ ]14. Proper Notebook Format (Initials, date, page numbers, etc.)

[ ] [ ] [ ] [ ]

15. Documents in Sequence [ ] [ ] [ ] [ ]16. Engineering Notebook Neatness [ ] [ ] [ ] [ ]

Total: /____

Page 1 of 1Project 9.3g Engineering Notebook Evaluation Itemized


Project 9.3h Engineering Notebook Evaluation Itemized Blank

Student Name: __________________________

Your engineering notebook entries should be proportional to the amount of time that it represents, e.g., a 45 minute class period. Your notebook must contain dated entries, noted class absences (for yourself and/or your partner), the design brief, overviews of the day’s activities, research information, sketches of ideas with notations, reasons for selecting an idea to develop, digital pictures and/or screen-grabs of development work (CAD models, prototypes, technical drawings), notes on prototyping experiences (problems encountered, lessons/skills learned), notes on testing methods and results, speculation regarding why specific problems occur, and information on design corrections. Excellent Satisfactory Poor Not Present Date 3 2 1 0 Entry #1 [ ] [ ] [ ] [ ] Entry #2 [ ] [ ] [ ] [ ] Entry #3 [ ] [ ] [ ] [ ] Entry #4 [ ] [ ] [ ] [ ] Entry #5 [ ] [ ] [ ] [ ] Entry #6 [ ] [ ] [ ] [ ] Entry #7 [ ] [ ] [ ] [ ] Entry #8 [ ] [ ] [ ] [ ] Entry #9 [ ] [ ] [ ] [ ] Entry #10 [ ] [ ] [ ] [ ] Entry #11 [ ] [ ] [ ] [ ] Entry #12 [ ] [ ] [ ] [ ] Entry #13 [ ] [ ] [ ] [ ] Entry #14 [ ] [ ] [ ] [ ] Entry #15 [ ] [ ] [ ] [ ] Entry #16 [ ] [ ] [ ] [ ] Entry #17 [ ] [ ] [ ] [ ] Entry #18 [ ] [ ] [ ] [ ] Entry #19 [ ] [ ] [ ] [ ] Entry #20 [ ] [ ] [ ] [ ]

Number of extra entries:

Total: _____/___

Page 1 of 1Project 9.3h Engineering Notebook Evaluation Itemized Blank


Project 9.3i Summary Presentation Evaluation

Students: Strongly Agree Excellent

Agree Satisfactory

Disagree Poor

All designers were identified. 2 1 0

Problem was explained. 2 1 0

Design challenge was explained. 2 1 0

Constraints were reviewed. 2 1 0

Overview of research was given. 2 1 0

Initial design sketches shown and explained. 2 1 0

Reasons for selecting an idea were given. 2 1 0

3D CAD development work was shown. 2 1 0

Thorough explanation of the design given. 2 1 0

Technical drawings were present. 2 1 0

Bill of materials was present. 2 1 0

Degree of accomplishment was clearly stated. 2 1 0

Good comments on changes in hindsight. 2 1 0

Presenter reflected on skills/lessons learned. 2 1 0

Information presented in logical order. 2 1 0

Presentation flowed smoothly. 2 1 0

Good eye contact with audience. 2 1 0

Good voice projection. 2 1 0

Presentation was visually stimulating. 2 1 0

Quality of the text. 2 1 0

Quality of the background(s). 2 1 0

Quality of the graphics (scans, digital photos). 2 1 0

Ability to answer questions.

2 1 0

Total

Page 1 of 1Project 9.3i Summary Presentation Evaluation


Project 9.3j Teammate Performance Summary

Evaluator: Teammate:

Proportional to the amount of time that we have served as teammates on our open-ended design problem/project, the following is my opinion as to his/her performance:

Exceptional Average Poor NA

Small group comm. skills [ ] [ ] [ ] [ ] [ ] [ ] Communication skills [ ] [ ] [ ] [ ] [ ] [ ] Presentation skills [ ] [ ] [ ] [ ] [ ] [ ] Time management skills [ ] [ ] [ ] [ ] [ ] [ ] Ability to effectively answer questions [ ] [ ] [ ] [ ] [ ] [ ] Ability to stay on task [ ] [ ] [ ] [ ] [ ] [ ] Professional attitude [ ] [ ] [ ] [ ] [ ] [ ] Reliability/dependability [ ] [ ] [ ] [ ] [ ] [ ] Overall quality of the work contributed [ ] [ ] [ ] [ ] [ ] [ ] Overall effort made [ ] [ ] [ ] [ ] [ ] [ ] Overall productivity [ ] [ ] [ ] [ ] [ ] [ ]

Strongly Agree Agree Undecided Disagree This person has treated me with the respect and courtesy that I deserve. [ ] [ ] [ ] [ ] Given the option, I would continue to be his/her teammate. [ ] [ ] [ ] [ ] This person is serious about his/her responsibilities. [ ] [ ] [ ] [ ] I believe this person uses class time effectively. [ ] [ ] [ ] [ ]

Evaluator’s signature: Date:

Page 1 of 1Project 9.3j Teammate Performance Summary


Project 9.3k Detail Drawing Rubric

Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Total

Title Block Information

10%

The student’s name, the part name, material type, drawing scale, date, and other required information are correctly identified in the title block.

Most of the required title block information is identified. One or two pieces of information in error.

Some of the required title block information is identified. More than two pieces of information may be in error.

The title block is present, but most of the information is in error or in the wrong place.

The Title block is not present and/or none of the information has been supplied.

Orthographic Views

20%

All necessary views are properly selected, placed, and aligned in order to include any specialty views e.g., sectional, auxiliary, etc. A proper front view has been selected.

All necessary views are correctly placed and aligned. Some extra unnecessary views have been provided. A proper front view has been selected.

Most necessary views were placed and may or may not be aligned. An inappropriate front view was also selected.

Most necessary views were placed and may or may not be aligned. An inappropriate front view was also selected. Any needed specialty views were omitted.

Some necessary views were placed but not aligned. An inappropriate front view was also selected. Any needed specialty views were omitted.

Isometric View

10%

The isometric view is placed properly, its orientation is in agreement with the front view, and it is appropriately sized.

The view has minor errors in placement, orientation, or size.

The view has several errors in placement, orientation, or size.

The view has many errors in placement, orientation, or size.

The view is missing.

Dimensions

40%

All necessary width, depth, height, size, and location dimensions are present and properly located according to ANSI standards.

Most of the necessary width, depth, height, size, and location dimensions are present. Not all dimension locations agree with ANSI standards.

Some of the necessary width, depth, height, size, and location dimensions are present. Not all dimension locations agree with ANSI standards

Few of the necessary width, depth, height, size, and location dimensions are present. Most of the dimension locations do not agree with ANSI standards.

Very few of the necessary width, depth, height, and size dimensions are present. There are many errors in dimension locations.

All dimension Most of the Some of the Few of the There is no

Page 1 of 2Project 9.3k Detail Drawing Rubric


Tolerances

(if applicable)

5%

tolerances, both general and specific, are properly identified.

general and specific dimension tolerances are properly identified.



evidence of tolerances of any kind.

Centerlines

15%

All required centerlines are properly located and correctly sized.

Most of the required centerlines are properly located and correctly sized.

Some of the required centerlines are properly located and correctly sized.

Few of the required centerlines are properly located and correctly sized.

The drawing does not include any centerlines..

Page 2 of 2Project 9.3k Detail Drawing Rubric


Project 9.3l Decision Matrix Template (Microsoft ® Word ®)

Criteria

Ideas

Totals

Page 1 of 1Project 9.3l Decision Matrix Template
