Students Work in Groups, Summarize Knowledge on How to Draw Objects

- Students agree on the answers and present them in their notebooks.

c) Activity products: Products of groups, presentations, discussions of groups to have assessments for groups.

Activity 2 (Knowledge formation): Learn basic projections Activity content:

- Students work in groups, read textbooks to identify types of projections.

- Students work in groups and do learning tasks to generalize how to draw different types of projections.

1. Content of the hypothesis to be tested;

2. The consequences are drawn for testing;

3. Comments.

- Groups report the results of their group work, discuss to draw conclusions about the types of errors in writing results.

B2 : Carry out learning tasks

- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.

B3: Report on learning task implementation results

- Group representatives report results.

Record the work results of individuals or groups of students.

B4 : Performance evaluation

Individual and group products.

Students agree on the answers and present them in their notebooks.

b) Suggestions for organizing activities

B1: Transfer of learning tasks

- The teacher divides the class into 4 working groups.

- Teachers ask students to read textbooks and discuss in groups to determine the types of projections and how to draw them.

- Teachers guide students to observe group discussions to draw conclusions.

consider

- Organize groups to report results and discuss

- Teachers evaluate performance results as a basis for student evaluation.

- Teachers summarize and standardize knowledge

c) Activity products: Products of student groups. Based on reports

results, discussion methods to evaluate individual and group students.

Activity 3 (Knowledge formation): Practice drawing projections and sections Activity content:

- Students work individually

b) Suggestions for organizing activities

- Teachers guide students to observe pictures to practice.

- Teachers evaluate performance results as a basis for student evaluation.

c) Activity products: Students' products. Based on experiments, reports on experimental results, and discussion methods to evaluate individual students.

Activity 4 (Practice): Systematize knowledge and solve exercises

a) Activity objectives: Systematize knowledge Activity content:

1. Students work in groups to summarize knowledge of how to draw objects.

b) Suggestions for organizing activities

B1: Transfer of learning tasks

- The teacher divides the class into 4 working groups.

- The teacher asked students to work in groups and summarize the knowledge.

- Groups of students perform the task of summarizing knowledge.

- Students present their group's products to the class and discuss.

B2 : Carry out learning tasks

- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.

B3: Report on learning task implementation results

- Group representatives report results.

Record the work results of individuals or groups of students.

B4 : Performance evaluation

- Individual and group products.

- Students agree on the answers and present them in their notebooks.

c) Activity products: Products of student groups.

Activity 5: Extensive research

Understanding the role of error: students work at home to present their products in front of

class

4. Instructions

- Prepare new lessons at home

5. EXPERIENCE

a. Content:

………………………………………………………………………………………

………

b. Method:

………………………………………………………………………………………

………………

c. Teaching aids:

………………………………………………………………………………………

………

Ninh Binh, Date ...... month .... year

..........

Approval of the board of directors

Teacher

Maybe you are interested!

Date of preparation:......./...../..........

Week 13

Grade 11

Lesson 5: PERSPECTIVE PROJECTION

I. Problems to be solved

The topic includes a series of dynamic activities designed according to the problem-solving teaching method: from observing images and videos, teachers organize for students to discover research problems and draw conclusions and report results.

Step 1 (Starting): Generate and detect projection problems

Step 2 (Problem solving - knowledge generation). Learn about perspective projection

Step 3 (Practice): Systematize knowledge and solve application exercises. Step 4 (Application, extended research): application of technical drawing

The organization of activities is planned according to the time table below:

Steps

Work	Activity name	Duration expected
Start	Activity 1	Create a projection problem situation	4 minutes in class
Formation knowledge	Activity 2	Learn about perspective projection	In class 35 minutes
Practice	Activity 3	Systematize knowledge and solve problems practice	At home
Open exploration wide	Activity 4	Learn the role of axonometric projection measure	At home

According to the 11th grade high school technology program, the topic "Axis projection" includes two main contents: perspective projection

The above knowledge content is presented in the current 11th grade technology textbook.

PREPARE

Teacher: :

L-shaped price. Study previous lesson.

Enlarged drawings of Figure 7.1 Textbook

Pupil :

Books and paper

II. Lesson objectives

2. Knowledge

Understand the concept of perspective projection Know how to draw HCPC of simple objects

2. Skills:

- Know how to draw 1-point perspective projection

3. Attitude:

- Actively discuss and do homework

- have a serious attitude towards learning.

- Forming the habit of working according to technical processes, being persistent, precise and creative.

4. Ability to guide the formation and development of students

- Ability to self-study, read and understand and solve problems according to the chosen solution through self-research and application of knowledge of projections.

- Problem solving ability through asking different questions about object projections; identifying and clarifying new information and ideas

- Ability to communicate through the use of language, ways of expression, and description of structural characteristics and classification of projections.

- Teamwork skills: discussion, presentation of analysis results in groups

- Experimental practice capacity: experimental operations.

III. Lesson progress

1. Class organization (1 minute) 2. New lesson

A. STARTUP

Activity 1: Create a problematic situation about perspective projection

a) Operational objectives

Use images or videos to create a contradiction between students' existing knowledge and new knowledge.

b) Suggestions for organizing activities

- The teacher divides each table into a working group.

- Guide students to read textbooks, observe pictures or videos and answer the teacher's questions:

+ What does the picture above show?

- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support. Record the work results of individual or group students.

c) Product of activities: Products of individuals and groups.

B. KNOWLEDGE FORMATION

Activity 2: Learn about axonometric projections

a) Operational objectives

Through images or videos, students can learn what an axonometric projection is.

b) Suggestions for organizing activities

B1: Transfer of learning tasks

- Divide the class into 4 activity groups.

- Instruct students to read textbooks and observe pictures or simulation images to answer the questions:

-What is perspective projection, characteristics of perspective projection

-What types of perspective projection are there?

- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support. Record the work results of individual or group students.

B2 : Carry out learning tasks

- During group activities, teachers observe students studying on their own, discuss, and provide timely assistance when they need support.

B3: Report on learning task implementation results

- Group representatives report results.

Record the work results of individuals or groups of students.

B4 : Performance evaluation

Individual and group products.

Students agree on the answers and present them in their notebooks.

c) Product of activities: Products of individuals and groups.

Activity 3 : Systematize knowledge and solve application exercises

a) Operational objectives

Reinforce the key knowledge of the lesson to help students remember and deepen knowledge.

b) Suggestions for organizing activities

- Teachers guide students to summarize knowledge and write the main content in their notebooks at home.

c) Product of the activity: Individual product Students write down the key content and their notebooks. Systematize knowledge

I. CONCEPT

1. What is perspective projection?

A perspective projection is a representation constructed using radial projection.

What components does a perspective projection system include?

 Object plane

 Projection center

 Painting surface

 Eye level plane

 Horizon

- The basic feature of perspective projection is to give the viewer the impression of the distance between objects as observed in reality.

2. Application of perspective projection .

Perspective projections are often placed next to orthogonal projections in architectural and construction design drawings to represent large-scale structures such as houses, bridges, dams, etc.

3. Types of perspective projection .

+ One-point perspective projection is obtained when the picture surface is parallel to one side of the object.

+ One-point perspective projection is obtained when the picture surface is not parallel to any surface of the object.

II. HCPC sketching method

Steps to sketch HCPC of an object's vanishing point:

- Step 1 : Draw the horizon line indicating the height of the viewpoint.

- Step 2 : Select the convergence point F.

- Step 3: Draw the front projection of the object.

- Step 4 : Connect the vanishing point with some points on the vertical projection.

- Step 5: Determine the width of the object.

- Step 6 : Build the remaining edges of the object.

- Step 7: Highlight the visible edges of the object

E' D'

C' B'



Conclude:

- To draw the HCPC of an object, we draw the HCPC of the points belonging to that object.

-Depending on the relative position between F and the vertical projection of the object, we will have different HCPCs of the object.

When F approaches infinity, the projection rays are parallel to each other, the received projection has the form of the axonometric projection of the object I. Concept :

D. EXPANDED RESEARCH

Activity 4: Learn about the role of technical drawings

a) Operational objectives

help students understand more deeply the importance of perspective projection.

b) Suggestions for organizing activities

Divide the class into 4 groups to do homework and learn the following content: Draw HCPC through example table 7.4 textbook

c) Product of activities: Products of individuals and groups