G7 - Unit 2 - Drafting, Structures and Engineering-+Unit+2...Grade 7 ‐ Unit 2 – Drafting, Engineering and Structures Middle School Drafting Module: Facilitator’s Guide Introduction:

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Grade 7 ‐ Unit 2 – Drafting, Engineering and Structures

Middle School Drafting Module: Facilitator’s Guide

Introduction: A Step by Step Approach to Introducing Drafting in Middle School

• Introduce Students to the website on the next slide beginning with Drafting Materials and ending with Isometrics.

• An example of the website exercise sheets is in your handout booklet. • The evaluations at each lesson prove to be very valid in measuring the student’s success

in these lessons. The animated instruction before each lesson works well with verbal instruction.

Suggested Grade Level: 7/8 Timeframe: 8‐10 hours Group Size: 2 Prerequisite Skills: Each student should bring some of these skills to their group: • Ability to perform basic computer skills including using a word processing program, using

the Internet for research and understanding acceptable and safe use of the Internet. • The ability to properly design and draw scaled representations of their proposed solutions Meets the following BBT Grade 7‐8 Curriculum Outcomes 1. Students will apply the knowledge and skills necessary for safe and responsible operation of equipment and resources 2. Students will apply positive, safe and ethical behaviors when using ICT 3. Students will understand of the influence of technology as it relates to self, work and society 4. Students will investigate, design, produce and evaluate technological solutions 5. The student communicate effectively by designing, developing, publishing, and presenting multimedia and online products Student Tasks: 1. Determine group roles and responsibilities. 2. Complete the module activities as described below. Evaluation: Student will be assessed on the activities that they complete. Major components in this evaluation will be their group work, individual work, and completion of required tasks.


Resources and Materials: In order for the students to complete this project the lab will need to be equipped with the following:

• Computer with Internet Access and Google Sketch Up installed • Copy of the drafting workbook, pencil, set squares (30/60, 45/90) • 9 Sticks Balsa Wood (3/16 x 3/16 x 36) per group • Glue Gun and 2 Glue Sticks per group (7/16” x 10” glue stick) • Utility Knife per group


Activity 1 ‐ The Teachers Resource for Drafting from A to Z

• http://www.technologystudent.com/designpro/drawdex.htm • The above website which is approved for educators which comes complete with

assignments and evaluations will take the student from the very beginning of basic 2 dimensional drawing right up to complex 3D Modeling.

• The descriptions and exercises are automated to allow the learner to follow along step by step at their own speed.

Activity 2 – Introduction to Engineering

• Students are now ready to be introduced to the Physics involved in the Engineering of a Tower.

• A great start is a discussion on the World Trade Center Terrorist attacks and their collapse. A great resource is YouTube: http://www.youtube.com/watch?v=gH02Eh44yUg&feature

• The completion of the Tower Build Module will cover Drafting, both Manual and Computer‐Aided, Strength of Materials, Budgeting, Fabrication and Testing.

• Students will design and inquire on how to produce a tower built to specification with a fixed amount of Balsa Sticks and Glue. The Tower must hold at least 25 Kg’s of water, be drawn out on a piece of graph paper, scaled and shown with Google Sketch‐up.

• In the end students will have designed, dimensioned, estimated, produced and tested a 15” high tower with a base of 9” and a top of 2”. Students will know in the end the difference between Live and Dead Loads, Momentum, Specific Gravity of Water at Room Temperature, Strongest Shapes known, etc.


Middle School Tower Module Assignment Students working in groups are to complete the following:

1. Using PowerPoint or Microsoft Word, students are to answer the following questions related to Towers and Engineering Terms: a.) What are the 2 types of Loads on a structure and what is the difference between the two? b.) What are two Strongest Shapes and tell how they distribute the load? c.) Explain Momentum. d.) What Is a Miter Joint? e.) What Is a Notch Joint? f.) What Is a Lap Joint? g.) What Is a Butt Joint? h.) Explain the process of welding to pieces of steel together. i.) What is the specific gravity of a liter of water at 20 degrees Celsius? j.) Find a picture of the Tower of Dubai, CN Tower and the Empire State Building. Tell where they

are located and when they were commissioned. k.) Explain the structural cause and physical forces involved in the collapse of the World Trade

Center.

2. Students are to design a Tower on graph paper that is 45 cm (15”) in height, have a square base at the top that is 5 x 5 cm (2 in) and a base at the bottom that is 25 x 25 cm (9”). The tower is to be braced 15 cm (5”) from the top and 15 cm (5”) from the bottom. All braces must be in triangular shape and equally spaced. This design must be placed on an 8.5 x 11” piece of graph paper. Students will have to scale their drawing to do this.

3. Students are to transfer their manual drawing to a Computer Aided Design (CAD). The program you

will use will be Google Sketch‐Up. Two orthographic views will be necessary along with an isometric view. All braces must be shown, dimensions given and views labeled.

4. Students are then to build this tower out of 9 supplied balsa sticks. Students will not receive any

extra sticks and the tower must hold at least the weight of 25 Kg’s of water on the testing table. The tower is to be held together with glue.

5. Students must now work with the game Bridge Building. This game will stress the importance of

triangular shapes, braces and of course… project budgeting. An example of a marking level for this is: level 5 for a passing mark of 70%, Level 7 for a mark of 80 % and level 9 for a mark of 90% and above.


Activity 3 ‐ Bridge Builder

• Students upon completion of this module are to work with the program Bridge Builder and design bridges working their way through the levels of difficulty.

• This game will reinforce the budget process and the importance of the triangular shape and braces.

• This module can be revised to include bridges, balsa stick framed homes, etc. • Any questions or comments, please feel free to contact me.

Evaluation The total value of this project is (100): PowerPoint (33), Manual and CAD Design of Tower (43), and the Quality and Strength of the Tower Build (33). Bonus Marks can be achieved through the Bridge Building game upon completion.

CATEGORY A B C D/E

Google Docs Questions

~ All questions are answered accurately

~ Most questions are answered accurately

~ Some questions are answered accurately ~ Some questions may be missing or incomplete

~ Most answers are missing, incomplete or inaccurate

Scale Drawing ~ Drawing is neat and carefully drawn ~ Drawing has been done to scale ~ Scale is well chosen and easy to use ~ Scale is clearly indicated on the drawing ~ Drawing accurately reflects the dimensions provided in the unit overview ~ Drawing reflects a strong awareness of the principles of design and engineering

~ Drawing is fairly neat and carefully drawn ~ Drawing has been done to scale ~ Scale is fairly well chosen and easy to use ~ Scale is evident when looking at drawing, if not clearly indicated on the page ~ Drawing accurately reflects the dimensions provided in the unit overview ~ Drawing reflects some awareness of the principles of design and engineering

~ Drawing is complete, but somewhat sloppy ~ Drawing has been done to scale ~ Scale may not be immediately evident, but can be explained by student ~ Drawing reflects the dimension provided in the unit overview

~ Drawing is incomplete ~ Drawing has not been done to scale ~ Drawing does not reflect the dimensions provided in the unit overview

Google Sketch‐Up

~ Drawing has been completed in cm or mm ~ Design allows for both orthographic and isometric views ~ Drawing accurately reflects the design chosen in the scale drawing

~ Drawing has been completed in cm or mm ~ Design allows for both orthographic and isometric views ~ Drawing reflects the design chosen in the scale drawing fairly accurately

~ Drawing is complete, but may have been done in inches ~ Design only allows for orthographic views (has not been completed in 3D) ~ Drawing reflects the design chosen in the scale drawing somewhat accurately

~ Drawing is incomplete, or does not reflect the design chosen in the scale drawing

Completed Tower

~ Completed tower accurately matches scale drawing ~ Completed tower shows an accurate budgeting of materials ~ Tower holds significantly more than 25 Kg of water on the testing table

~ Completed tower somewhat accurately matches scale drawing ~ Completed tower shows a somewhat accurate budgeting of materials ~ Tower holds at least 25 Kg of water on the testing table

~ Completed tower shows some connection to scale drawing ~ Tower may not reflect an accurate budgeting of materials ~ Tower does not hold 25 Kg of water, but is complete enough to attempt the weight test

~ Tower is not incomplete enough to weight test ~ Completed portions of the tower do not match scale drawing


Lesson One: Introduction to Structures and Design Grade: 7 Unit: Structures and Design Curriculum Outcome:

3. Understand the influence of technology as it relates to self, work, and society 4. Investigate, design, produce, and evaluate technological solutions

Materials:

• Smartboard • FM sound system • September 11th Youtube video

(http://www.youtube.com/watch?v=gH02Eh44yUg&feature)

Lesson Plan: Introduction/Warm‐Up (5 minutes)

• Greet Students at the door; instruct them to take a seat in front of the Smartboard • Students will begin the class seated on the floor in front of the Smartboard • Teacher will give a general overview of the unit

o Name of Unit: Structures and Design o Skills/knowledge gained: shapes, joints, structural design, scale drawing o End Result: Balsawood tower

• Students will be shown the “end result of the unit” o The balsawood tower will test their engineering skills and knowledge o It will be based on the knowledge that they gain during the first few classes of

the unit o Balsawood structures will be weight‐tested at the end of the unit

• Teacher will describe the “weight‐test” to the students o Structures be placed on the Workmate table o An S‐hook will be used to hang a bucket of water from the structure o The goal is to create a structure that will hold as much weight as possible

Towers in previous classes held up to 90lbs Technology Mini‐Lesson: Introduction to Structures and Design (15 minutes)

• Introduce “September 11th” to the class o Brief description of the WTC

Tall towers in NYC


110 floors each o Brief description of the attacks

Airplane crash Caused significant structural damage Led to complete collapse of both towers

• Introduce the Sept.11 youtube video as a model of the structural breakdown of the towers

o Explain what the students will see in the video No graphic content Simulation of the structural damage to the towers

o Tell them that they will apply the concepts that they see in this video to the rest of the unit

o Explain that the video gives background on: 1) Structures and Design 2) Google Sketch‐up, the program they will be using to design their

structures • Show the Sept.11 video on the Smartboard, using the FM system to project sound

o As students watch, point out key elements and ideas o Backtrack video and pause and key points

Take a moment to explain what they are seeing in simpler terms o Use the information in the video to segue into their assignment

• Describe group settings, materials, and logistics of the project o Groups: 2 – 3 students o Materials – Graph paper, computer, 9 sticks of balsawood, 2 glue sticks, hot glue

guns **students will get a maximum of 9 sticks and 2 glue sticks, so be sure to

stress the importance of budgeting materials when designing their towers

o Logistics – Part on computer, part at workbenches • Describe the steps in the project

o 1) Answering introduction questions o 2) Designing their structure on graph paper o 3) Transferring their design to Google Sketch‐up o 4) Building their structures

• Show students the specifics of step 1) Answering introduction questions o Questions are located on each computer

Drive: S Folder: Technology


File: Tower Module (MS Word) o Students are to copy and paste their questions into a document

These Docs will be shared between the members of a group 1 final Doc per group

o Students are encouraged to include relevant images that they find o Completed Docs will be emailed to the teacher for assessment

Project Work (20 minutes)

• Students will work in groups of 2 – 3 • Students will create a document on MS Word or MS • Completed documents will be emailed to the teacher • Students will access the questions on the S drive of the school computers and begin

researching to answer the questions • The teacher will circulate throughout the period, answering questions and providing

assistance as necessary

Wrap‐up (2‐3 minutes) • Students will save their work • Students will be reminded that they will continue working on these questions next class • Students will be asked to log off of their computers and push in their chairs before

leaving the classroom


Lesson Two: Engineering Questions, Day 2 Grade: 7 Unit: Structures and Design Curriculum Outcomes: 2. Apply positive, safe, and ethical behaviours when using ICT 3. Understand the influence of technology as it relates to self, work, and society 4. Investigate, design, produce, and evaluate technological solutions Materials/Equipment:

• Computers with internet access • Structures and Design Unit Overview (located on S drive of student computers) • FM Sound System

Lesson Plan: Work Period (45 minutes)

• Upon entering the classroom, students will log onto a computer and begin working on the Engineering Questions assignment they began last day

o Students will be reminded how to access the assignment criteria (Structures and Design Unit Overview, located in S: drive “technology” folder “tower module” MS Word document)

o Students will continue working in the groups that they formed last class • The teacher will be available throughout the period to answer questions and provide

assistance as necessary • Students who finish the assignment before the end of the period will be given some

time to “explore” the Google Sketch‐up program that they will be using later on in the unit

Wrap‐up (5 minutes) • 1‐2 minutes before the bell, students will be asked to save their work

o Students who have completed the assignment will be reminded to “share” their doc with the teacher

• Students will be asked to log off of their computers and push in their chairs before leaving the classroom

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Lesson Three: Creating Scale Drawings Grade: 7 Unit: Structures and Design Curriculum Outcomes: 3. Students will understand the influence of technology as it relates to self, work, and society 4. Students will investigate, design, produce, and evaluate technological solutions 5. Students will communicate effectively by designing, developing, publishing, and presenting multimedia and online products. Materials/Equipment:

• Computers with internet access • Structures and Design Unit Overview (Tower Module document located on S: drive of

student computers) • Smartboard • Pre‐made Prezi presentation

(http://prezi.com/0zupabmqf0de/present/?auth_key=2k8sipy&follow=tkhgixsy4hr1) • FM Sound System • Graph paper • Sample completed tower project

Lesson Plan: Introduction/Warm‐Up (5 minutes)

• Stand at the door to greet students and direct them to the front of the room (rather than their usual places at the computer desks)

o Upon entering the classroom, students will be asked to place their belongings at a computer station, log into their computers, and then come up to the front of the room

• A copy of the Tower Module document will be projected onto the Smartboard o Note that last class we looked at the Engineering Questions Assignment, which

gave us an understanding of different elements of structures and structural designs (Step 1 in the document)

o This class we will begin designing our towers according to the specifications listed in the unit overview (Step 2)

o Make connection between this step and the finished project with the analogy of an architect


Like architects, we need to create a detailed blueprint of our structures before we begin building

Our drawings should take into account the dimensions of our finished structure, as well as the amount of material we have to work with

Mini‐Lesson: Introduction to Scale Drawings (10 minutes)

• A Prezi will be projected onto the Smartboard during the mini‐lesson and will correspond with the major points listed below

• Explain that today students will be creating scale technical drawings of their tower design

• Begin the lesson with a brief discussion about drafting o Drafting, or technical drawing, is the term we use for creating accurate plans of a

structure or machine we would like to build o Drafting can be done by hand or on the computer

Make reference to the CAD/3D Home Architect unit they completed in Grade 6

o Note that for this unit, our technical drawings will be done by hand • Define ‘scale drawing’

o A drawing in which all the dimensions are reduced or enlarged proportionally o Use the analogy of drawing a hand to illustrate the importance of creating a

consistent scale • Ask students if they can think of examples of scale drawings that they have seen or

experienced o Maps, Blueprints, Building Plans, Assembly Instructions, Clothing Patterns

• Using the sample drawing provided on the Prezi, show students how to read scale drawings

o Explain the scale at the bottom of the drawing 1cm = 1m OR 1:100 o Ask for volunteers to answer the following questions:

If the house is 10cm long in the drawing, how long will the house be once it is built?

If the completed kitchen is 3 meters by 5 meters, what dimensions would represent the kitchen in the drawing?

• Talk about the factors that students should keep in mind when choosing a scale for their tower designs

o The drawing needs to fit on the paper being used o The ratio should be easy to work with o The ratio should allow reasonably precise lengths to be represented and then

determined by people using the drawing


• Refer to the sample tower drawing on the Prezi in order to explain the specifications for the drawings that students will be completing

o Towers should be 45cm high o The base square should be 25cm x 25cm o The top square should be 5cm x 5cm o Students will have to come up with a scale in order to make their drawing fit on

the graph paper • Take a moment to ensure that all students understand the assignment and answer any

questions o Suggest that students sketch out some rough plans before attempting to create

their scale drawings (students can use the back of their graph paper for this) o Note that drawings should be done using a ruler, and that the scales students

choose should be recorded at the top of the page o Pass graph paper to each group and have them spread out at the work tables to

begin their assignment • Students who are not finished the Engineering Questions assignment will finish

answering their questions before moving on to the scale drawing task o All students should email their assignments with the teacher once their

Engineering Questions assignment is complete ([email protected])

Work Period (30 minutes) • Students will continue to work in the groups they established during the Engineering

Questions assignment • Students will access the Tower Module Assignment in the S: drive of their computer to

find the specifications of the assignment • Students will use graph paper and a pencil to create a scale drawing of their tower

design o Students will choose the scale and design that they think will work best, based

on the information provided in the mini‐lesson and in the Engineering Questions assignment

Wrap‐up (2‐3 minutes)

• 2‐3 minutes before the bell, students will be asked to clean up their work stations and prepare to leave for their next class

• Students who have not yet emailed their completed Engineering Questions assignment to the teacher will be reminded to do so

o Students who have not completed their Engineering Questions assignments should come in to the tech lab on noon‐hours to finish answering their questions

• All scale drawings should be placed in the class bin before students leave


Lesson Four: Continuing Scale Drawing and Introduction to Google Sketch‐Up Grade: 7 Unit: Structures and Design Curriculum Outcomes: 3. Students will understand the influence of technology as it relates to self, work, and society 4. Students will investigate, design, produce, and evaluate technological solutions 5. Students will communicate effectively by designing, developing, publishing, and presenting multimedia and online products. Materials/Equipment:

• Computers with internet access and the Google Sketch‐Up application installed • Structures and Design Unit Overview (located on S: drive of student computers) • Smartboard • FM Sound System • Graph paper

Lesson Plan:

Work Period (55 minutes)

• **There will be no whole‐class instruction in this period. Students will continue working on the assignments they began last day.**

o A copy of the Tower Module Assignment will be projected on the Smartboard for students to reference

• Greet students at the door o As they enter, instruct them to sit with their groups and continue working on the

scale drawings introduced last class o Once all students are seated, announce that when they are done their drawings

groups should bring their completed drawings to the teacher for approval and to receive instruction on the next step (***See Small Group Mini‐Lesson***)

• Students will continue to work in the groups they established during the Engineering Questions assignment

• Students will access the Tower Module Assignment in the S: drive of their computer to find the specifications of the assignment

o Remind students that they will be working on Step 2 in order to create a design for their tower

• Students will use graph paper and a pencil to create a scale drawing of their tower design


o Students will choose the scale and design that they think will work best, based on the information provided in the previous lesson on scale drawings and in the Google Docs assignment

• The teacher will circulate throughout the class, answering questions and providing assistance as necessary

Small Group Mini‐Lesson

• As groups finish their scale drawings they will be brought to the front of the room and instructed on the next step in the module

• Students will be shown “Step 3” in the Tower Module Assignment o Explain that they will be using Google Sketch‐Up to create a 3D computer sketch

of their tower design o Show them how to access Google Sketch‐Up and where to find the tutorial

videos • Students will spend the remainder of the period watching the first few tutorial videos in

Google Sketch‐Up and familiarizing themselves with the program Wrap‐up (2‐3 minutes)

• 1‐2 minutes before the bell, students will be asked to clean up their work stations and prepare to leave for their next class

o Sketch‐Up drawings should be saved to the students’ personal folders o Graph paper Scale Drawings should be placed in the class bin at the front of the

room • Computers should be logged off and chairs pushed in before students leave the room


Lesson Five: Moving Through the Tower Module Grade: 7 Unit: Structures and Design Curriculum Outcomes: 1. Apply the knowledge and skills necessary for safe and responsible operation of equipment and resources 3. Students will understand the influence of technology as it relates to self, work, and society 4. Students will investigate, design, produce, and evaluate technological solutions 5. Students will communicate effectively by designing, developing, publishing, and presenting multimedia and online products. Materials/Equipment:

• Computers with internet access and the Google Sketch‐Up application installed • Structures and Design Unit Overview (located on S: drive of student computers) • Smartboard • FM Sound System • Graph paper

Lesson Plan: Mini‐Lesson: Google Sketch‐Up Tools (5 minutes)

• Greet students at the door • As they enter, have them place their materials at a work station and them take a seat at

the front of the room • On the Smartboard, give students a brief overview of the following Sketch‐Up Tools:

o Opening Sketch up in metric measurements o Changing the model from inches to cm o Drawing lines to specific lengths o Using the tape measure o Raising objects

Work Period (55 minutes)

• **After the lesson, students will go back to their workstations and continue working their way through the Tower Module**



o Students will continue to work in the groups they established during the Google Docs assignment

***At this point in time, all students should have completed their Google Docs assignment. Students will be reminded that anyone who has not completed the assignment should come in to Tech lab this week to finish answering the assigned questions***

o Students will access the Tower Module Assignment in the S: drive of their computer to find the specifications of the assignment

• Once all students are seated, instruct the class that as their group finishes each phase of the assignment, they should come up to the front to go over the next step with the instructor

o Scale drawings will be approved by the teacher before students move on to the next phase of the assignment


Small Group Mini‐Lesson 1 (Intro to Google Sketch‐Up)





Google Sketch‐Up and familiarizing themselves with the program Small Group Mini‐Lesson 2 (Creating Isometric and Orthographic Drawings)

• Once students have familiarized themselves with the Google Sketch‐Up, they will be brought to the front of the room an instructed on the next step of the module


of their design o Explain that they will need to provide two orthographic views and one isometric

view o Direct students to the isometric and orthographic example posters at the front

of the room for more information on creating isometric and orthographic views • Drawings should be based on the scale drawings completed last class


• Remind students that braces must be drawn, dimensions given, and views labeled • Each member of the group should create their own version of the scale drawing on

Sketch‐Up o Each of the group members drawings will be the same, but this will ensure that

each student has the opportunity to use the Google Sketch‐Up program • Students will be directed back to their computers to work on this phase of the

assignment

Wrap‐up (2‐3 minutes) • 1‐2 minutes before the bell, students will be asked to clean up their work stations and

prepare to leave for their next class o Sketch‐Up drawings should be saved to the students’ personal folders o Graph paper Scale Drawings should be placed in the class bin at the front of the

room • Computers should be logged off and chairs pushed in before students leave the room


Lesson Six: Continuing Through the Tower Module (**This project‐based lesson plan will be used from Lesson Six until student projects are completed approx. 4 to 5 lessons**) Grade: 7 Unit: Structures and Design Curriculum Outcomes: 3. Students will understand the influence of technology as it relates to self, work, and society 4. Students will investigate, design, produce, and evaluate technological solutions 5. Students will communicate effectively by designing, developing, publishing, and presenting multimedia and online products. Materials/Equipment:

• Computers with internet access and the Google Sketch‐Up application installed • Structures and Design Unit Overview (located on S: drive of student computers) • Smartboard • FM Sound System • Graph paper • Group Totes • Balsa Wood • Glue guns • Glue sticks • Utility Knives

Lesson Plan: Work Period (55 minutes)

• **There will be no whole‐class instruction in this period. Students will continue working their way through the Tower Module, and will receive small‐group instruction as necessary**


• Greet students at the door o As they enter, instruct them to sit with their groups and continue working on the

section of the assignment they began last class • Students will continue to work in the groups they established during the Google Docs

assignment


o Students will access the Tower Module Assignment in the S: drive of their computer to find the specifications of the assignment

o Instruct the class that as their group finishes each phase of the assignment, they should come up to the front to go over the next step with the instructor

Scale drawings will be approved by the teacher before students move on to the next phase of the assignment


Small Group Mini‐Lesson 1 (Intro to Google Sketch‐Up)





Google Sketch‐Up and familiarizing themselves with the program Small Group Mini‐Lesson 2 (Creating Isometric and Orthographic Drawings)

• Once students have familiarized themselves with the Google Sketch‐Up, they will be brought to the front of the room an instructed on the next step of the module


of their design o Explain that they will need to provide two orthographic views and one isometric

view o Direct students to the isometric and orthographic example posters at the front

of the room for more information on creating isometric and orthographic views • Drawings should be based on the scale drawings completed last class • Remind students that braces must be drawn, dimensions given, and views labeled • Each member of the group should create their own version of the scale drawing on

Sketch‐Up o Each of the group members drawings will be the same, but this will ensure that

each student has the opportunity to use the Google Sketch‐Up program • Students will be directed back to their computers to work on this phase of the

assignment


• ***If students are still struggling with some of the Sketch‐Up tools, suggest that they revisit some of the tutorial videos***

Wrap‐up (2‐3 minutes) • 1‐2 minutes before the bell, students will be asked to clean up their work stations and

prepare to leave for their next class o Sketch‐Up drawings should be saved to the students’ personal folders o Graph paper Scale Drawings should be placed in the class bin at the front of the

room o Wood and glue should be placed in individual group totes o Totes should be placed under the designated tables

• Computers should be logged off and chairs pushed in before students leave the room

Documents

G7 - Unit 2 - Drafting, Structures and Engineering-+Unit+2...Grade 7 ‐ Unit 2 – Drafting, Engineering and Structures Middle School Drafting Module: Facilitator’s Guide Introduction: