LESSON GUIDE

Computer Mouse

LEARNING OBJECTIVES
By the end of this workshop, the student will be able to:
• Identify and apply the steps in the design process.
• Gather and apply information pertinent to design planning.
• Plan and organize the project.
• Create concept and scaled sketches of design ideas.
• Use appropriate design tools to create CAD drawings and full-scale
3D printed models.
• Report and reflect on their experience with the design process
using a suitable oral and/or written format.

ESSENTIAL QUESTIONS
• How has the design of the computer mouse evolved? What has
remained the same?
• Why are ergonomics of a computer mouse important?

REQUIREMENTS
Level Intermediate • Educator PC with access to:
Academic Connections Engineering, Design −− Microsoft PowerPoint
Thinking, Presentation and −− QuickTime Internet connection
Communication, Hands-On
Learning, Prototyping, Design
• Projector
for Manufacturability • 3D printers
Core Concepts Design Optimization, • CAD design tool
Engineering Design, Design,
Print Optimization, Assembly,
Computer Aided Design (CAD) PROCESS WORKFLOW
Duration 1 - 2 weeks ASSIGNMENTS
• Concept sketches: pencil or digital
Ergonomics is about designing for people to maximize productivity • Scaled sketches: pencil or digital
by reducing discomfort. Keeping the users of your product in mind,
• 3D CAD drawings
design a wireless mouse that will provide optimum comfort and
performance. The mouse must meet the product description below: • Render images (optional)
• 3D printed models (actual size)
• Have a minimum of two buttons
• Final report
• Have an ergonomic design
• Be wireless DESIGN PROCESS: RESEARCH
• Use sparse fill (to conserve material) To facilitate research, students are encouraged to visit reputable
• Include a mouse wheel (optional) design sites to explore a variety of mouse designs. The following blog
posts are excellent examples of resources available online:
“Apple’s First Production Mouse”
https://www.ideo.com/work/mouse-for-apple/
“20 Cool Mice Designs You Don’t See Often”
http://www.hongkiat.com/blog/mouse-designs/
COMPUTER MOUSE

DESIGN PROCESS: CONCEPT

Concept sketches: Refer to the Designer’s Toolkit available in the “Getting Started” section
at http://www.stratasys.com/3DLC.

Scaled sketches: Refer to the Designer’s Toolkit available in the “Getting Started” section
at http://www.stratasys.com/3DLC.

LESSON GUIDE / 2
COMPUTER MOUSE

DESIGN PROCESS: DEVELOPMENT

3D CAD modeling
Working from their scaled sketches, students will generate two orthographic views (side and top) using CAD software. They will use the geometry
created from the orthographic views to create the 3D drawing.

Top and side orthographic views

3D perspective view (wireframe) CAD render

DESIGN PROCESS: FORMALIZATION

The computer mouse project illustrates the benefits of FDM™ 3D Printing using the sparse setting. It is important to note that printing the mouse
project as a solid 3D model is not recommended. Using the sparse setting on the 3D printer reduces the amount of time and material required to print
without jeopardizing the integrity of the final computer mouse design.

This partially 3D printed mouse exposes the recommended sparse pattern.

STUDENT EXAMPLES

These exemplary student projects followed the same project workflow.

LESSON GUIDE / 3
COMPUTER MOUSE
ASSESSMENT CRITERIA
DRAWING AND USE OF CAD
LEVEL 1
LEVEL
(60-69%)
Knowledge/ 3D CAD drawings are
understanding incomplete or illegible.
Dimensions are not present;
3D design features and
3D drawing concepts
tools have not been used.
Thinking/inquiry Drawings consist of
basic shapes that do not
Level of complexity challenge the student’s
design skills.
Application Final product does
not resemble original
Design integrity scaled sketches.
PRODUCT DESIGN
LEVEL 1
LEVEL
(50-59%)
Knowledge/ Student met none of the
understanding design criteria outlined in
the Project Description.
Design criteria
Thinking/inquiry The student’s product
is unoriginal, borrowing
Creativity, largely from other sources.
Student cannot explain
originality and
their design decisions.
design considerations
Application Final product does
not work as expected,
Appearance and student has not
improved the design
over multiple iterations.
LEVEL 2
(70-79%)
Dimensions are used
inconsistently. There is
limited use of 3D design
features and tools covered
in class.
Drawings consist mostly
of basic shapes with few
elements that challenge the
student’s design skills.
Final product reflects a few
elements of the original
scaled sketches.
LEVEL 2
(60-69%)
Student met some of the
design criteria outlined in
the Project Description.
The student’s product is
simple and predictable, or
borrows mostly from other
sources. Student cannot
satisfactorily explain their
design decisions.
Final product does
not work as expected,
but the student has
improved the design
over multiple iterations.
LEVEL 3
(80-89%)
Most dimensions are
present and meet the design
criteria. Most 3D design
tools and features have
been used properly.
Drawings contain some
elements that will challenge
the student’s design skills.
While some relatively
complex features could
not be accomplished, the
final product reflects most
elements of the original
scaled sketches.
LEVEL 3
(70-79%)
Student met most of the
design criteria outlined in
the Project Description.
The student’s product is
unique and demonstrates
independent thought. The
student can explain their
design decisions.
Final product works as
expected and student has
improved the design over
multiple iterations.
LEVEL 4
(90-100%)
All dimensions are present
and meet the design
criteria. All 3D design tools
and features have been
used correctly.
Drawings contain complex
shapes that will challenge
the student’s design skills.
Despite some relatively
complex features, the final
product closely resembles
the original scaled sketches.
LEVEL 4
(80-100%)
Student met all of the
design criteria outlined in
the Project Description.
The student’s product is
highly imaginative. They
incorporate surprising or
elaborate features that
reflect creativity and
personality, and can
explain their rationale.
Final product works as
expected, and student
has made novel or
innovative improvements
over multiple iterations.
LESSON GUIDE / 4
COMPUTER MOUSE

SUGGESTED NEXT LESSONS

PROSTHETICS
Handbook teaching design process and tools for 3D printing.

CREATURE
Design the head of an original creature. Post-finish your model with paint of your choice.

CHESS SET
Design a chess set that includes six unique game pieces: pawn, rook, knight, bishop, queen and king.

To access additional 3D Learning Content and resources, visit:

http:// www.stratasys.com/3DLC

HEADQUARTERS
7665 Commerce Way, 2 Holtzman St., Science Park,
Eden Prairie, MN 55344 PO Box 2496
+1 800 801 6491 (US Toll Free) Rehovot 76124, Israel
+1 952 937-3000 (Intl) +972 74 745 4000
S TR ATA SYS.C OM +1 952 937-0070 (Fax) +972 74 745 5000 (Fax)
ISO 9001:2008 Certified
The information provided herein, including any data, material and/or content (“Content”), is provided for informational purposes only. The Content is provided as is. Stratasys makes no representations or warranties in relation to the Content.
Permission is granted to display, copy, distribute and download the Content for your own internal use only. However, you may not disclose, copy, reproduce, distribute, publish, display, transmit, sell or offer for resale the Content, or any part
thereof, outside of your organization, without Stratasys’ express written permission.

© 2017 Stratasys Ltd. All rights reserved. Stratasys and Stratasys signet are trademarks or registered trademarks of Stratasys Ltd. and/or its subsidiaries or affiliates and may be registered in certain jurisdictions. All other trademarks belong
to their respective owners. Product specifications subject to change without notice. LG_Mouse_0317a