Be A Paper Engineer Masters of Photocopying PDF

NUMERACY THROUGH PROBLEM SOLVING
Shell Centre for Mathematical Education/Joint Matriculation Board
BE A PAPER ENGINEER
Contents of Box
1 Teacher's Guide
25 Student's Booklets
1 pack of Masters for Photocopying
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MASTERS FOR PHOTOCOPYING

Masters for Photocopying
Except where indicated, these Masters are designed to produce single-sided, reusable worksheets.
Masters for consumable sheets are labelled (c). Masters for double-sided sheets are labelled *.
Contents
Chapter 1 Chapter 2
Stage 1 Discovering design principles* 73,74
Plansfor making 31 different paper products (c) 1-32 Designing nets for cubes 75
Instructions pack 33-48 Design a shape sorter 76
Helpful hints sheet 49 Mystery box 76
Flowchart sheet (c) 50 Design a lampshade 77
Investigating the Frog linkage 78
Stage 2
Drawing in perspective * 79-81
Exploring techniques sheets * 51-66
Squared lined paper (c) 67 Chapter 3
Squared dotty paper (c) 68 Record sheet (c) 82
Isometric fined paper (c) 69 Examination paper 1 * 83-86
Isometric dotty paper (c) 70 Examination paper 2* 87,88
Stage 3
Brainstorming sheet (c) 71
Stage 4
Cartoons for instructions (c) 72
LONGMAN GROUP UK LIMITED

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ana Assocl3rea Companies throughout the World
Shell Cerwe fo' Mathematical Educatlon/Jomt Matnculatlon Board 1988
ThiS work 's copy"ght, but copies may be made without fee or pnor permiSSIon proVIded that the work has been paid for and such copies are used
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Clfcumstances be copied. Fo' copymg many othe' clfcumstances (e.g. by an external resource centre) prior written permIssion must be obtained
from me PuOltshers and a fee may be payable.
FIrst publtshed 1988
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Cartoons for instructions
These may be photocopied and cut out to provide illustrations for the instructions for your own
paper product in Stage 4.

DEVELOPING THE MATHEMATICS
Discovering design principles

It is helpful to know if a design for a card will work, before you start to cut it out and assemble it. This
can save a lot of time-consuming trial and error. This worksheet will help you to discover some
design 'principles' for pop-up cards.
The diagrams below each show a different 'type' of card.
For each type, try to find out what must be true about
- distances between fold lines/gluing lines
- angles between fold lines/gluing lines,
so that
- the cards will open and close through 180 without tearing or creasing in the wrong place,
0
- no parts will stick out beyond the base of the card when it is closed.
Check that your ideas work by making some models.
Try to prove that your ideas work.
Type 1. Parallel folds - no glue.
Type 2. Parallel folds - with a piece stuck on.
[.:------- .n~u
,
Discovering design principles (continued)

Type 3. Angled folds - no glue.
",'
'" '"
'"
------ { ~
... ......
.
------
....
Type 4. Angled folds - with a 'wall' stuck on.
Type 5. Angled folds - with a piece stuck on.
\_._..
7
I
, II
@ Shell Centre for Mathematical Education/JoInt Matriculation Board 1988
Designing nets for cubes

Here are six ways of joining six squares together, edge to edge:
Which of these arrangements would you say are 'the same' as each other?
Which can be folded up to form a cube?
How can you tell, without having to make them?
Which cannot be folded up to form a cube? Again, how can you tell?
How many different nets of a cube are there?
Draw them on dotty paper. How do you know that you have found them all?
If you want to make a cube from a net, you really need tabs as well.
Choose any net.

How many tabs do you need?
Show how the tabs may be arranged.
Now find some different ways of arranging
them.
How many different ways are there?
Does the number of tabs needed depend on
the particular net or arrangement you
choose?
Why?
BE A PAPER ENGINEER M7S

Design a shape sorter
Young children are often given 'shape sorters' to help

them develop eye and hand co-ordination.
What do you think makes a 'good' shape sorter?
Write down a list of desirable features.
Design your own shapes and shape sorter and make them
all out of cardboard.
Write about how you designed it, and why you designed it
like you did.
Give your shape sorter to young children and watch them play with it. Which shapes do they find
easy to put in? Why? Which shapes are harder? Why?
Mystery box c
~
When the box is viewed from A, it
looks like an equilateral triangle.
When the box is viewed from B, it

looks like a square.
Now you write a worksheet

like this for a box you
have made.
When the box is viewed from C, it See if someone else can

make the box from your
looks like a regular hexagon. worksheet.
Make the box!

Design a lampshade
Lampshades come in all shapes and sizes, for example:
Coolie shape Drum shape Empire shape
They are usually made from fabric, attached to wire frames.

The frames are designed so that the shades may either be hung from the ceiling or supported by a
lampstand. Among the simplest lampshades to make are those with stiff-backed fabrics. All that is
then needed for the frame are two rings, one for the top and one for the bottom. For example, you
could have two rings like these:
bottom ring
top ring
e
If you can, obtain two rings from a shop or from an old lamp.
Design and make a lampshade to fit these rings, from thin card.
When you are happy with your design, buy some stiff-backed fabric and make the shade.
(When making your final design, prepare the frame by covering it with sticky-backed cotton tape.
The fabric can be attached to the fram~ with clothes pegs, until it is positioned correctly, and then
glued or sewn into place. A trimming may be added to make the edges neater.)

Shell Centre for MathematIcal Education/Joint MatriculatIon Board 1988
Investigating the Frog linkage
B c
Side view
A -
The Frog card uses a parallelogram linkage, where AS = CD and BC = AD.
Investigate what happens if AS=t=CD.
Can you still make the card go flat when the lever is fully pushed in?
Can you still make the card go flat when the lever is fully pulled out?
What conditions must be satisfied?
A student is designing a 'tiddlywinks' game which uses a linkage to toss the counters .
Can you make this linkage, which must satisfy the following conditions?
(i) BC lies flat on the card when the lever is fully pushed in.
[[his ensures that it can be stored without breaking.)
(ii) When the ;Iever is fully pulled out and B touches the plane of the card, BC is vertical.

@ Shell Centre for Mathematical Education/Joint Matriculation Board 1988
Drawing in perspective
Looking through windows
Look out of any window at nearby buildings.

Look for sets of parallel lines going away trom you - roof lines, window frames, etc.
Imagine extending these lines into the distance. What do you notice?
Fix a transparent overhead projector film onto the window. Keeping your head as steady as possible
shut one eye and draw what you see onto the film.
Remove the film and trace your picture. Extend sets of parallel lines.
The points where each set meets are called vanishing points.
Each set of receding lines has its own vanishing point. How many vanishing points can you find?
Draw additional lines through the vanishing POints. Use them to insert new buildings or features into
your picture.
Repeat the 'window' experiment. but this time

get a friend to hold a piece of film vertically In
front of you as you look through it down a
corridor.
Keep your head steady and draw what you see
onto the film.
Try again. with a different head position.
Investigate what happens when the film is not
vertical.

Shell Centre for Mathematical EducatIOn/Joint Matnculatlon Board 1988
Drawing in perspective (continued)

Looking at photographs
Look through some old magazines or colour
supplements.
Find some pictures which contain lots of
straight lines. Photographs of luxury kitchens
are excellent - especially if they have tiled
floors.
Extend all the lines and see what you find.
Looking into mirrors

Fix a piece of transparent overhead projector
film onto a mirror.
Put a box or any other object with parallel edges
in front of the mirror.
Keeping your head steady, shut one eye and
mark dots on the film to show the reflected
corners of the box. (This is easier than trying to
draw edges directly.) Remove the film and join
up the dots with straight lines.
Extend all the edges in your picture. What do
you find? Repeat for different mirror and head
positions.
What happens to the vanishing points as you
look down on something, horizontally at it, or up
at it?
Drawing a cube in perspective

u v
Imagrne you are Io.oking diagonally down on a
cube on a tabie. In the diagram, AS is the front
vertical edge of the cube. U and V are vanishing
points for the hOrizontal edges.
Join up AU. AV. BU. BV. Mark in two other
corners C and D as shown and draw vertical B
lines through C and D.
u v
Joint up CV and DU to complete the cube.
B
u v
Repeat the drawing with AS in different
positions - above UV, nearer U than V. at an
angle. See what happens.
Repeat with U and V further apart and then
closer together.
8

Drawing in perspective (continued)

Try drawing a flat, square grid in perspective, using just one vanishing point:
horizon v v v
A 8 A S A B
Divide AS into equal parts. Join diagonals. Draw lines parallel

to AS through
intersections.
Draw in some other diagonals on your grid, and extend them.

See where they intersect.
Now try drawing a grid using two vanishing
points.
Draw in diagonals and check that sets of
parallel lines always intersect at vanishing
points on the horizon.
Try adding a third dimension. (In the diagram, the

vertical lines are all parallel, and there are still
two vanishing points.)
Try drawing a perspective picture of a pop-up
card or box using one or two vanishing points.

@ Shell Centre for Mathematical Education/Joint Matriculation Board 1988
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PAPER 1
Designing a box
Steve and Ann have made a large number
of round peppermint sweets. Each sweet
is 2cm diameter and 1cm thick.
They plan to sell them in boxes. Each box will

hold 18 sweets, in layers of 6.
Below is their first design for a box. But .
It's no good!
This won't even make a box!
1. Using a copy of the design, cut out and try to make the box.
List as many mistakes in the design as you can. You can show them on the diagram below if you
wish.

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PAPER 1
Designing a box (continued)
We'll have to draw the design again We must make it

nice and strong.
2. Complete the correct design as accurately as you can.

PAPER 1
A Pop-up castle
The picture shows a Castle pop-up card which
Ann and Steve are making.
When the card is closed,

the castle must not stick out beyond the
edges of the card,
the card must fit into an 81f2cm by 16'l2cm
envelope.
1. Using a copy of the design, cut out and make the card. Now complete the design for the card
shown below as accurately as you can. (Use ---for cut lines, . . . . for hill folds,
------ for valley folds.)

PAPER 1
A Pop-up castle (continued)

2. Here are four instructions (A, 8, C, D) to help someone else make the card from the design:
A Fold along these

B
Fold along these
c Score along the
D
Cut along these
lines ----------- lines to fold lines thick lines __
to make "valleys" make "hills"
V 'I A \ /----EJ
In what order should the instructions be?
3. Anne and Steve decide to change their design by making a bridge which leads to the door.
Add this bridge to the card you have already made.
Now show below, as accurately as you can,

the extra cuts and folds that are needed on
the design.
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PAPER 2
A Pop-up bedroom card

Ann and Steve plan to produce an accurate
design for the card, with assembly instructions.
They want the card to be a scale model of part
of a real bedroom. They decide to use 2cm to
represent 1m.
So, for example, 10cm on the card represents
5m in the bedroom.
The card will be made from four pieces:

Base, walls, chest of drawers and bed.
1. Here is an accurate diagram for the 'walls' piece.

What are the height and length of the wall in the real bedroom?
7cm.
wALL WALL
Scm.
1
2. Cut out the 'walls' piece from a copy of this sheet.
Use it and some rough paper to make up the walls and base of the card.
3. The chest of drawers is 1.5m wide by O. 7m deep by a.8m high. On the card the pop-up chest will
be fixed by glue to the wall and floor.
Draw an accurate plan for this piece, including tabs for gluing.

Shell Centre for Mathematical Education/JoInt Matriculation Board 1988
A Pop-up bedroom card (continued)
4. The card also includes a bed which is 4cm long and 1cm high. What is the greatest width the bed
can have, so that the card will open and close properly? (Make sure it doesn't extend beyond the
wall!)
Draw an accurate plan for this piece, including tabs for gluing.
5. When the card is closed, the pop-up parts should all be completely hidden.
At the same time, Ann and Steve want the base of the card to be as small as possible.
Draw an accurate plan for the base, showing clearly any fold lines and the exact positions where
any tabs should be glued.
6. Give full instructions which explain clearly how to assembly an accurate version of the card,
starting with the four pieces.


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NUMERACY THROUGH PROBLEM SOLVING

Shell Centre for Mathematical Education/Joint Matriculation Board

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MASTERS FOR PHOTOCOPYING

LONGMAN GROUP UK LIMITED

Shell Cerwe fo' Mathematical Educatlon/Jomt Matnculatlon Board 1988

FIrst publtshed 1988

Set In Neue Helvetica

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BE A PAPER ENGINEER M15

BE A PAPER ENGINEER M16

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BE A PAPER ENGINEER M19

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BE A PAPER ENGINEER M72

Discovering design principles

Type 1. Parallel folds - no glue.

Type 2. Parallel folds - with a piece stuck on.

Discovering design principles (continued)

Type 4. Angled folds - with a 'wall' stuck on.

Type 5. Angled folds - with a piece stuck on.

Designing nets for cubes

Choose any net.

BE A PAPER ENGINEER M7S

Design a shape sorter

Young children are often given 'shape sorters' to help

When the box is viewed from B, it

Now you write a worksheet

When the box is viewed from C, it See if someone else can

Make the box!

BE A PAPER ENGINEER M76

Coolie shape Drum shape Empire shape

They are usually made from fabric, attached to wire frames.

BE A PAPER ENGINEER M77

Investigating the Frog linkage

BE A PAPER ENGINEER M78

Look out of any window at nearby buildings.

Repeat the 'window' experiment. but this time

BE A PAPER ENGINEER M79

Drawing in perspective (continued)

Looking into mirrors

Drawing a cube in perspective