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Graphics Education project powerpoint, G00416685.pptx
- 1. Graphics Point View of A Line Ms. Kennedy, G00416685
- 2. Learning Intentions • Recall the meaning of the True Length of a Line • Outline the steps required to locate the True Length of a Line • Apply the new learning of Point view of a line to complete a question • Create a 3D Model of their question that they have completed to strengthen their knowledge of True Length of a Line and Point View of a Line Ms. Kennedy
- 3. Success Criteria • Students have a list of similar words to True, Length and Line in a brainstorming activity. • Students have recalled the meaning of True Length of a Line • Students can list out the steps to locate the True length of any Line • Each student has demonstrated their learning by constructing a true length of a line • Students have followed the steps to locate the Point View of a Line within a given question • Students can list the steps required to locate the Point View of a Line • Students have created a 3D model of their question correctly. • Students uses the model to answer all the questions on a worksheet and illustrate what each of the answers looks like. Ms. Kennedy
- 4. Recap on Previous Learning • What does the True Length of a Line mean? Break down each of the words True Length Line Ms. Kennedy
- 5. Recap on Previous Learning • What does the True Length of a Line mean? Looking Straight at the line Viewing Direction is perpendicular to the line Any Line Parallel with a XY Line will project as a true length in the next view e.g. Parallel line in Elevation is a True Length in Plan Ms. Kennedy
- 6. What are the steps to locate the True Length of a line? Ms. Kennedy X Y A B B A
- 7. • Take an Auxiliary View of the line • The XY Line is Parallel with the line you are working with Ms. Kennedy X Y X1 Y1 A B B A
- 8. • Project the 2 points of the line perpendicular to the XY Line (the viewing direction) Ms. Kennedy X Y X1 Y1 A B B A
- 9. • To get your heights use the 1,2 rule • Go back to the previous XY Line and count back 2 views Ms. Kennedy X Y X1 Y1 A B B A
- 10. • Use these heights in your Auxiliary View • Connect the 2 points • This is the True Length Ms. Kennedy X Y X1 Y1 A B B A A1 B1
- 11. Point View of a Line Ms. Kennedy
- 12. Point View of a Line Break down each of the words Point View Line Ms. Kennedy
- 13. Point View of a Line •A line can be made out of 2 points •Point is where you see 1 dot or point Ms. Kennedy
- 14. Point View of a Line •A line can be made out of 2 points •Point is where you see 1 dot or point Point view of a Line means that both points of the line are seen in a view as 1 singular point Ms. Kennedy
- 15. • After finding the True Length of the Line we must take another Auxiliary view • The view is perpendicular to the True Length X Y X 1 Y 1 X2 Y2 A B B A A1 B1
- 16. • Take our measurements 2 views back (the height should be the same for both points) X Y X 1 Y 1 X2 Y2 A B B A A1 B1
- 17. • Located the Point view of a Line X Y X 1 Y 1 X2 Y2 A B B A A1 B1 A2B2
- 21. 3D Model of Question Ms. Kennedy
- 22. • Write your name on the sheet • Fold along the orange dashed lines • Use tape to hold the model together X Y X1 Y1 X 2 Y 2 A B B A A1 B1 A2B2 Name:___________ 1 2 3 4
- 23. Question Sheet • Fill in the answers to this sheet with the help of your 3D Model • Use the Red Numbers on each view to identify which one you are talking about Name:_____________ Date: ______________ Using your 3D model answer these questions. The answers will be numbers 1, 2, 3 and 4 which is on your model. Your are linking the views to the questions. Please draw a small sketch what the view looks like. 1. Which view is the plan? 2. Which view can you see the True length of the Line? 3. Which view do you take your heights from for the True Length of the Line? 4. Where is the Point View of the line in the views? Answer Sketch _______ _______ _______ _______ Ms. Kennedy
- 24. Kahoot quiz for a Recap Ms. Kennedy
- 25. Kahoot Quiz •Pair up with the person beside you •Use One Phone and keep it on the table •Google Kahoot.com Ms. Kennedy
- 26. Learning Intentions • Recall the meaning of the True Length of a Line • Outline the steps required to locate the True Length of a Line • Apply the new learning of Point view of a line to complete a question • Create a 3D Model of their question that they have completed to strengthen their knowledge of True Length of a Line and Point View of a Line Ms. Kennedy
- 27. Success Criteria • Students have a list of similar words to True, Length and Line in a brainstorming activity. • Students have recalled the meaning of True Length of a Line • Students can list out the steps to locate the True length of any Line • Each student has demonstrated their learning by constructing a true length of a line • Students have followed the steps to locate the Point View of a Line within a given question • Students can list the steps required to locate the Point View of a Line • Students have created a 3D model of their question correctly. • Students uses the model to answer all the questions on a worksheet and illustrate what each of the answers looks like. Ms. Kennedy
- 28. End of Lesson •Please leave your worksheets on my desk •Tidy away your equipment •Push in your chair •Wait for the bell Ms. Kennedy