Building a Parametric Model

Overview

In this sixth practical lesson of Design, Model and Make, students develop their selected product concept in Autodesk Inventor. They apply constrained sketching, extrusion, cutting, filleting and pattern tools, while recording design decisions and checking their model against agreed criteria.

Learning intentions

Students will:

• create a fully or appropriately constrained 2D sketch in Autodesk Inventor
• use extrusion, cut, fillet and pattern features to build a 3D model
• select suitable tools and processes to develop an accurate, functional product concept
• explain how modelling decisions respond to their design brief and criteria
• work safely, respectfully and independently in a digital workshop environment

Success criteria

• I can create a sketch with accurate dimensions and geometric constraints.
• I can use at least three feature tools to develop my product model.
• I can save, name and organise my files correctly.
• I can explain one design decision using evidence from my brief or design criteria.
• I can identify and correct at least one modelling problem.

Curriculum links

• Analysing needs and opportunities, developing design briefs, and selecting suitable materials, systems, components, tools and equipment.
• Analysing how the characteristics and properties of materials, systems, components, tools and equipment combine in designed solutions.
• Generating, testing, iterating and communicating design ideas and processes using digital tools.
• Developing design criteria, including sustainability, to evaluate design ideas and solutions.
• Selecting, justifying and safely using suitable technologies, skills and processes to make designed solutions.

Lesson structure (60 minutes)

1. 0–5 min · Entry and retrieval. Teacher displays the opening and retrieval slides and asks: “What makes a CAD model reliable enough to manufacture?” Students silently recall the purpose of constraints, then share one accuracy or safety rule with a partner. Teacher checks attendance, workstation readiness and that each student has access to the correct project file.

2. 5–15 min · Demonstration. Teacher uses the feature demonstration slides alongside a live Autodesk Inventor demonstration. Model the sequence: start a 2D sketch, apply dimensions and geometric constraints, finish the sketch, extrude a solid, cut an opening, add a fillet and create a pattern. Explicitly demonstrate selecting the correct plane, naming features, saving versions and resolving an under-constrained sketch. Students annotate the parametric modelling record sheet with the tool purpose, a useful shortcut and one common error for each feature.

3. 15–20 min · Plan and safety check. Teacher displays the practical instructions and safety slide and explains that students will work individually, with paired troubleshooting rather than taking over another person’s computer. Students open their approved concept, identify the first feature to model, check dimensions against their design criteria and complete the worksheet planning boxes. Reinforce respectful communication, integrity in recording actual design decisions, and excellence through careful checking rather than rushing.

4. 20–45 min · Practical modelling. Teacher circulates, using questioning such as “Which constraint controls this relationship?” and “Why is this feature the best next step?” Students create and save their model, aiming to use a constrained sketch followed by extrusion, cut, fillet and/or pattern tools as appropriate to their product. Students save a new version at approximately 30 and 42 minutes and record changes, errors and solutions on the worksheet. Students who finish the core sequence test dimensions, inspect edges and refine the model against their criteria.

5. 45–53 min · Peer review and iteration. Teacher displays the peer-review prompts and groups students in pairs for a screen-based critique. Students show their model and explain one feature and one constraint. Their partner checks visible evidence of accuracy, functionality and alignment with the brief, then gives one specific improvement suggestion. Students make one feasible refinement or record why it should be completed next lesson.

6. 53–60 min · Save, share and exit assessment. Teacher displays the plenary and exit questions and checks that files are saved using the agreed naming convention and location. Students complete the final section of the parametric modelling record sheet: name one tool used, describe one modelling problem and explain how one design criterion influenced the model. Invite two students to share different strategies before students close Autodesk Inventor and leave workstations ready for the next class.

Resources

• Computers for 25 students with Autodesk Inventor installed
• Mouse and keyboard for precise CAD operation
• Project folders containing each student’s approved concept and reference dimensions
• the Building a Parametric Model slide deck
• the Parametric Modelling Record Sheet
• Projector or interactive display for the live demonstration
• School CAD file-naming and storage instructions
• Workstation safety and digital citizenship expectations

Assessment

• During modelling, observe whether students choose an appropriate plane, apply constraints and use features in a logical sequence. Question students individually to check understanding rather than simply checking whether a solid has been produced.
• Review the worksheet for accurate tool explanations, saved-version evidence, documented problem-solving and links to design criteria.
• Use the exit response and the model file to identify students requiring support with constraints, feature order, file management or design justification in the next practical lesson.

Differentiation

• Provide a teacher-prepared starter file, a visual tool sequence and a dimensioned reference image for students who need support. Model one operation at a time and allow students to pause after each stage.
• Pair students strategically for verbal troubleshooting, while ensuring each student completes and saves an individual model. Provide sentence starters such as “I chose this feature because…” and “The constraint controls…”.
• For EAL/D students, use labelled screenshots, demonstrations and a small glossary of tool names; accept oral explanations supported by the worksheet.
• Extend confident students by asking them to compare two feature orders, improve editability through additional constraints or create a pattern that reduces repeated modelling work while maintaining their design criteria.