TITLE
Creating Cogs
OBJECTIVE (S):
Student will understand and use:
 Attributes menu
 Multi Replication option
 Positive & Negative Objects
 Materials Lab
SUBJECT (S):
Multimedia 1
DATE (S):
Quarter 3
GRADE (S):
9th, 10th, 11th, 12th
TEACHER:
Mrs. Mary Baxter
INSTRUCTIONAL STRATEGIES/PROCEDURES/GROUPING:
Introduction
Creating objects using basic shapes in Bryce can give some great results but may seem
daunting at first. I'll try to show how relatively simple shapes can be created fairly quickly with
a few of the inbuilt tools in Bryce. In this example, you'll see how to create a basic cog shape.
STEP 1 - The main cylinder
The first thing we'll create is the main part of the cog wheel. This part is a simple flat
disk, or cylinder.
To create it, create a new cylinder object from the toolbar at the top of the interface. It's
in there with the sphere, torus, cube, etc.
Once you have the cylinder in the scene, click on the 'A' in the vertical set of icons that
appear next to it whilst it's selected.
This will bring up the object attributes window. Set the various values as shown below:
Object Name: Main
The positive option should be selected
Origin 0,0,0
Position 0,0,0
Rotate 0,0,0
Size 100,10,100
STEP 2 - The first tooth
The next thing to do is to position the first of the cogs teeth. This time we'll be using a
cube.
Place a cube in the scene, make sure it is selected and click on the 'A' just as before.
Before we start setting values, we need to click on the padlock between the Origin and
Position rows. This allows them to have different values rather than being the same all
of the time.
Now we can set the various values as shown below:
Object Name: Tooth
Positive should be set
Origin 0,0,0
Position 0,0,52
Rotate 0,0,0
Size 10,10,10
STEP 3 - The rest of the teeth
Rather than try to position and rotate the teeth by hand, we can use a neat little trick
that Bryce has to do it for us.
With only the cube selected, we need to click on the Edit menu and select the Multi
Replicate option. This brings up a little window with more options to fill in.
Fill in the following values:
Quantity 17
Offset 0,0,0
Rotate 0,20,0
Size 100,100,100
When you click on the tick, you will suddenly have 17 more teeth around the cog.
The reason this worked so well is because we set the first tooth to be positioned at the
edge of the cog, but have it's origin (or centre of rotation) at the centre of the cog. This
means that when we replicated it, each cog moved around the edge of the cog nice
and neatly.
The reason we have 17 replications at 20 degrees each time is because there are 360
degrees in a circle, we are stepping forward 20 degrees each time which means we
want 18 (360/20=18) teeth, but of course we already have the first one.
STEP 4 - Put the hole in
The next thing to do is punch a hole in the centre of the cog.
We do this by adding another cylinder to the scene, selecting it and clicking on the 'A'
as before to set it's various attributes.
The values should be as follows:
Object Name: Center
Negative should be selected
Origin 0,0,0
Position 0,0,0
Rotate 0,0,0
Size 20,12,20
The reason that this cylinder is negative rather than positive is because we want to
use it to cut a hole in the overall shape.
When you group objects together, which is what we'll be doing in a little while, all of the
objects that are set as positive will be in the final shape whilst objects that are set as
negative will cut their shape out of the overall object.
The more astute will also notice that the hole is slightly larger in the Y axis than the
rest of the shape. This is because if it was the same size, it may not cut all the way
through the object.
Anyway, we need to group all of this lot together.
Start by selecting one of the objects. To add another object to your selection, hold the
shift key down and click on another object. Keep doing this until you have selected
everything.
You will probably find that it is hard to select an object that is overlapping one or more
other objects (the hole for example). If this is the case, hold the control key down as
well as the shift key and when you click, you will be given a list of possible objects that
could be selected.
Once everything is selected, a 'G' appears in the vertical list of icons next to the
selected objects. Clicking on this will cause the whole lot to be grouped and make the
positive and negative objects work together.
STEP 5 - Texture the thing
That's it. You can now texture the new combined object with one texture (click on the
'M' in the vertical list of icons to enter the texture screen).
As a point of interest, if when you apply a texture to the group, the main cylinder
appears to be different to the teeth, try changing the texture mapping mode to 'World
Space'. The texture mapping mode can be changed by clicking on the text that will say
something like 'Object Space', 'Parametric', 'Spherical' or a whole host of other
variations underneath the colorful textures on the right hand side of the texture screen.
ASSESSMENT(S) & GRADING/RUBRIC
Students will demonstrate learned technology skills by completed steps for each unit. Their
problem-solving skills will be enhanced and challenged. The analytical process of planning,
developing, implementing, and testing allows students to exercise algorithm methods, which
enhances their ability to maximize their higher thinking skills.
An assessment of students understanding will be determined based on successful
completion and presentation of the projects at the end of each unit.
TEXTS/MATERIALS/TECHNOLOGY/AUDIO-VIDEO/OTHER RESOURCES:
Required Materials:
Computer with Bryce 5.5 installed
Reference Materials:
The Bryce 5 Handbook (ISBN 1-58450-217-7)
NATIONAL EDUCATION TECHNOLOGY STANDARDS FOR STUDENTS (NETS)
Technology Foundation Standards for Students
1. Basic operations and concepts
 Students demonstrate a sound understanding of the nature and operation of
technology systems.
 Students are proficient in the use of technology.
2. Social, ethical, and human issues
 Students understand the ethical, cultural, and societal issues related to
technology.
 Students practice responsible use of technology systems, information, and
software.
 Students develop positive attitudes toward technology uses that support lifelong
learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
 Students use technology tools to enhance learning, increase productivity, and
promote creativity.
 Students use productivity tools to collaborate in constructing technologyenhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
 Students use telecommunications to collaborate, publish, and interact with
peers, experts, and other audiences.
 Students use a variety of media and formats to communicate information and
ideas effectively to multiple audiences.
5. Technology research tools
 Students use technology to locate, evaluate, and collect information from a
variety of sources.
 Students use technology tools to process data and report results.
 Students evaluate and select new information resources and technological
innovations based on the appropriateness for specific tasks.
6. Technology problem-solving and decision-making tools
 Students use technology resources for solving problems and making informed
decisions.
 Students employ technology in the development of strategies for solving
problems in the real world.
PERFORMANCE INDICATIORS FOR TECHNOLOGY LITERATE STUDENTS. GRADES
9-12
Prior to completion of Grade 12, students will:
1. Identify capabilities and limitations of contemporary and emerging technology
resources and assess the potential of these systems and services to address
personal, lifelong learning, and workplace needs. (NETS 2)
2. Make informed choices among technology systems, resources, and services.
(NETS 1, 2)
3. Analyze advantages and disadvantages of widespread use and reliance on
technology in the workplace and in society as a whole. (NETS 2)
4. Demonstrate and advocate for legal and ethical behaviors among peers, family,
and community regarding the use of technology and information. NETS 2)
5. Use technology tools and resources for managing and communicating
personal/professional information (e.g., finances, schedules, addresses,
purchases, correspondence). (NETS 3, 4)
6. Evaluate technology-based options, including distance and distributed education,
for lifelong learning. (NETS 5)
7. Routinely and efficiently use online information resources to meet needs for
collaboration, research, publications, communications, and productivity. (NETS 4,
5, 6)
8. Select and apply technology tools for research, information analysis, problem
solving, and decision-making in content learning. (NETS 4,5)
9. Investigate and apply expert systems, intelligent agents, and simulations in realworld situations. (NETS 3, 5, 6)
10. Collaborate with peers, experts, and others to contribute to a content-related
knowledge base by using technology to compile, synthesize, produce, and
disseminate information, models, and other creative works. (NETS 4, 5, 6)
COMMON CORE STANDARDS
High School Geometry
Congruence G-CO
Experiment with transformations in the plane
1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment,
based on
the undefined notions of point, line, distance along a line, and distance around a circular arc.
2. Represent transformations in the plane using, e.g., transparencies and geometry software;
describe
transformations as functions that take points in the plane as inputs and give other points as
outputs.
Compare transformations that preserve distance and angle to those that do not (e.g.,
translation versus
horizontal stretch).
4. Develop definitions of rotations, reflections, and translations in terms of angles, circles,
perpendicular
lines, parallel lines, and line segments.
5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed
figure using,
e.g., graph paper, tracing paper, or geometry software. Specify a sequence of
transformations that will
carry a given figure onto another.
Modeling with Geometry G-MG
Apply geometric concepts in modeling situations
1. Use geometric shapes, their measures, and their properties to describe objects (e.g.,
modeling a tree trunk
or a human torso as a cylinder.
2. Apply concepts of density based on area and volume in modeling situations (e.g., persons
per square mile,
BTUs per cubic foot).
3. Apply geometric methods to solve design problems (e.g., designing an object or structure
to satisfy physical
constraints or minimize cost; working with typographic grid systems based on ratios).
KNIGHT HIGH SCHOOL ESLR’s
All students will:
1. Posses and demonstrate grade level literacy skills
(Reading/Writing)
2.
3.
4.
5.
Posses and demonstrate grade level math skills
Work collaboratively
Use computers to solve problems
Possess and demonstrate effective communication skills
(Reading, Writing, Speaking)