Spatial Thinking Workbook > Teaching Activities > Slices Through 3D Objects

Slices Through 3D Objects

Carol Ormand, SERC at Carleton College
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This activity was selected for the On the Cutting Edge Exemplary Teaching Collection

Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as “Exemplary” in at least three of the five categories. The five categories included in the peer review process are

  • Scientific Accuracy
  • Alignment of Learning Goals, Activities, and Assessments
  • Pedagogic Effectiveness
  • Robustness (usability and dependability of all components)
  • Completeness of the ActivitySheet web page

For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.



This page first made public: Apr 14, 2014

Summary

In this exercise, students identify and draw slices through an ice cream cone, a pyramid, and a beverage six-pack.

Learning Goals

This exercise is intended to provide a little bit of practice in identifying and sketching slices through 3D objects.

Context for Use

This exercise is designed to be used early on in a course that requires a lot of mental slicing (imagining cross-sections through sedimentary deposits or deformed rocks, for example). It may be most useful as a diagnostic tool, to discover which students will struggle to draw cross-sectional diagrams.

Description and Teaching Materials


In this exercise, students identify and draw slices through an ice cream cone, a pyramid, and a beverage six-pack.

Slices through 3D objects (Microsoft Word 293kB May19 15)

Teaching Notes and Tips


I would use this exercise primarily as a diagnostic tool, to see whether drawing cross-sectional diagrams will be challenging for students in a class that will require visualizing slices through 3D objects.

Assessment

A quick look at student sketches is sufficient to assess their ability to draw simple cross-sectional diagrams through familiar objects.