Learning objectives
- Students can locate and distinguish at least eight ship components or spaces using standard English terminology.
- Students can explain one load path or system relationship using the component order visible in the model.
- Students can distinguish source geometry, a rules-based educational arrangement, and vessel-specific approved information.
Suggested 35-minute lesson
| Time | Activity | Resource |
|---|---|---|
| 0-5 min | Demonstrate orbit, zoom, arrow-key target movement, term selection, and section view. | Exterior |
| 5-12 min | Pairs identify shell, bilge, keel, stem, bulb, propeller, and rudder from location. | Lesson 01 |
| 12-22 min | Students move inside and map cargo, ballast, boundary plating, and supporting members. | Lesson 02 |
| 22-30 min | Each group traces either a piping, propulsion, or electrical relationship. | Systems |
| 30-35 min | Groups report one correct relationship and one limitation of the educational model. | Evidence |
Prompt set for students
Location
Select a term and describe where the highlighted extent begins and ends. Name the adjacent space, plating, or equipment. Rotate to a second viewpoint before accepting the identification.
Function
Explain what the selected item contains, supports, transfers, protects, or controls. For a system, identify a source, path, destination, and at least one item of equipment.
Evidence
State whether the item uses public source geometry or an educational arrangement. Name the vessel-specific drawing or record that would be required before making a construction, maintenance, or operational decision.
Quick assessment rubric
| Criterion | Meets expectation | Needs revision |
|---|---|---|
| Terminology | Uses the registered term and identifies the complete selected scope. | Uses a vague label or points to an unrelated object. |
| Relationship | Explains a correct boundary, load path, or system order. | Connects physically or functionally separate systems. |
| Evidence | States the model status and names the formal document needed next. | Treats educational geometry as an as-built or approved design. |
| Observation | Checks at least two viewpoints or uses section view. | Accepts one obstructed or misleading viewpoint. |
Responsible classroom use
HullStudy is suitable for orientation, terminology review, and preparation before formal drawing study. It is not suitable for class approval, fabrication, repair decisions, scantling verification, valve operation, or as-built routing. Link to the live resource so students see the current scope and evidence notes.