Inventor Design Foundations

Overview

Students investigate how Autodesk Inventor can be used to develop a precise, user-focused product concept. Building on prior CAD and design work, they analyse a simple jewellery component, identify design requirements, and create a dimensioned 3D part using sketches, constraints and extrusion.

Learning intentions

Students will:

• analyse a design opportunity and identify user, function, material and production requirements
• use Autodesk Inventor tools to create and modify a constrained 2D sketch
• apply dimensions and constraints to produce an accurate 3D component
• communicate and justify design decisions using appropriate technical language
• recognise risks and apply safe, respectful and responsible digital-work practices

Success criteria

• I can describe the purpose, user and requirements of a jewellery component.
• I can create a fully or appropriately constrained sketch in Autodesk Inventor.
• I can use dimensions and extrusion to create a simple 3D part.
• I can explain one design decision and identify one improvement.

Curriculum links

• Analyse needs or opportunities and develop a design brief for a designed solution.
• Analyse and judge how material properties, components and technologies combine in a product.
• Select and use suitable digital technologies, skills and processes safely.
• Generate, test, iterate and communicate design ideas using digital tools.
• Develop and manage design work by considering time, risk, processes and production requirements.

Lesson structure (50 minutes)

1. 0–5 min · Hook and design opportunity. Teacher opens the Inventor design challenge deck and presents the question: “How can a small jewellery component be designed to look distinctive, fit its purpose and be manufactured accurately?” Students examine two contrasting component images, then share one visible difference in function, form or likely production method.

2. 5–12 min · Brief and success criteria. Teacher explains that students will model a simple pendant connector or geometric charm in Autodesk Inventor, using a supplied design brief: it must be wearable, approximately 40 mm maximum in its longest dimension, contain a hole or connection point, and be suitable for later manufacture. Teacher distributes the CAD design brief and modelling record and briefly reviews the success criteria. Students annotate the brief with the intended user, purpose, constraints and one aesthetic intention.

3. 12–22 min · Teacher demonstration. Using the live demonstration file and the Inventor design challenge deck, teacher models opening a part file, creating a 2D sketch on the XY plane, drawing a rectangle or circle-based form, applying geometric constraints, adding dimensions, finishing the sketch and extruding the profile. Teacher explicitly models saving with a meaningful file name and shows how to edit a dimension rather than redraw the part. Students follow the demonstration without rushing ahead, recording the key tool sequence on the worksheet.

4. 22–38 min · Guided CAD build. Teacher sets students to work in pairs at computers, with one student operating and the other reading the process checklist; students swap roles after the first successful extrusion. Students create their own simple component, apply at least three dimensions or constraints, add a connection hole, and save the file in the designated class folder. Teacher circulates, checking sketch selection, closed profiles, appropriate dimensions and file management. Students who finish early alter one feature and compare which version better meets the brief.

5. 38–44 min · Risk and responsible practice check. Teacher pauses the class and uses the risk assessment mini template to prompt a quick discussion of screen posture, cables, file security, respectful collaboration and responsible use of others’ designs. Students identify one hazard, one control measure and one action demonstrating the school values of Respect, Integrity or Excellence.

6. 44–50 min · Peer review and exit response. Teacher displays the final prompts in the Inventor design challenge deck and asks pairs to show their model to another pair. Students give feedback using “One strength…” and “One change that could improve function, appearance or manufacturability…”. Individually, students complete the final section of the CAD design brief and modelling record: name one tool used, explain one design decision, and identify the next refinement they would make. Students save and close files safely.

Resources

• Teacher computer with Autodesk Inventor and projector
• Student computers with Autodesk Inventor, ideally one per pair
• the Inventor design challenge deck
• the CAD design brief and modelling record
• the risk assessment mini template
• Demonstration Inventor part file
• Class folder or learning management system for saving files
• Headphones or accessibility peripherals where required

Assessment

• During the demonstration and guided build, check whether students can create a sketch, apply dimensions or constraints, produce a closed profile and extrude it successfully.
• Review the worksheet for an identifiable user, purpose, constraints, technical vocabulary and justified design decisions.
• Use the exit response and saved CAD file to assess accurate tool selection, evidence of iteration, file management and the student’s ability to identify a realistic next step.

Differentiation

• Provide a partially completed Inventor file, a visual tool sequence and a reduced model option using a circle, rectangle and one hole for students requiring additional support.
• Pair students strategically and assign rotating operator and navigator roles; provide sentence starters such as “The component meets the brief because…” and “I would change…”.
• Pre-teach terms including sketch, constraint, dimension, profile, extrusion, component and manufacturability, with visual examples for EAL/D learners.
• Challenge confident students to combine two geometric forms, use symmetry or pattern features, and compare two versions against function, appearance, material use and production constraints.
• Allow extra processing time, enlarged interface settings, keyboard shortcuts or teacher check-ins for students with fine-motor, vision, attention or executive-function needs.