This document discusses different types of 3D educational materials: mobiles, models, dioramas, and realia. It provides details on how to create mobiles with conceptual design, production of components, and assembly. Models are described as recognizable representations of real things that can be used to demonstrate size, interior structures, movement, and complex systems. The document outlines types of models including solid models, cross-section models, and working models. It also discusses advantages and limitations of using 3D materials in education.

1. 4 Basic Types:
•Mobiles
•Models
•Dioramas and
•Realia

2. Mobiles
 A mobile is, in essence, a three dimensional
wallchart in which the individual components can move
about.
 display, which turns and changes shape as it is
affected by random air currents, acquires a vitality which
can never be produced in a flat display of the same
material.
 can be suspended in a corner of any learning room,
where they will not get in people’s way, but will still be
clearly visible.

4. How to create a Mobile
 Conceptual Design.
This involves choosing the basic theme for the
mobile, deciding what items to include, and establishing
the patterns that you want to illustrate.
 Production of Components.
Involves designing and producing the individual
components, which may be simple word cards, cut-out
models, plastic rods, symbols or even items of realia.

5.  Assembling and mounting.
The most difficult part, and is best done by first
assembling the simplest groups of items, then
combinations of such groups, and so on until a balanced,
freely-moving display is achieved.
The final display should be hung from a hook or
drawing pin firmly fixed into the ceiling, or from a
wooden rod fixed across a corner of the room at a suitable
height.

6. KINDS OF 3D MEDIA
Objects
Concrete materials such as plants, animals, tools and
artifacts used in providing direct experience.

7. • Specimens
Part of aspects of some items that is typical of
characters of others in its same class or group.

8. Points to consider in using Objects
and Specimens for Teaching
Develop a purpose for using them
Provide opportunities for students to
manipulate or work with
Present just enough at a time
Present in a dramatic way

9. Advantages
Less abstract,
more concrete
Attracts attention
Students become
more familiar with
objects.
Limitations
• Need bigger
storage
• Prone to possible
damage
• Some have
limitation in
availability

10. Mock-up
 Arrangement of real device or associated devices, displayed
in such a way that representation of reality is created.

11. Advantages
 Learners can examine which may not be easy with the
real object
 Learners can handle and operate
 Create high interest and permit close-up observation of
how it works
 Can provide learning experiences that real object cannot
provide
 Can illustrate basic operation of a real device and provide
important details
 Allow independent study
 Make classroom discussion more effective

12. Limitations
Require tedious work
Expensive
Might distort some real concepts
Big or heavy models may be difficult to
handle for actual lecture

13. Models
 Models (ie recognisable three-dimensional
representation of real things or abstract system)
 Modified real things, reproductions of costly or delicate
items- replicas of real objects which may be larger or
smaller than the real thing
 Useful in 3 specific roles, namely, as visual support
materials in mass instruction, as objects for study or
manipulation in individualized learning and as
construction projects for individuals, small groups or even
entire classes.

14. Application of models
 They can be used to reduce very large objects and enlarge
very small objects to a size that can be conveniently
observed and handled.
 They can be used to demonstrate the interior structures
of objects or systems with a clarity that is often not
possible with two-dimensional representations.
 Can be used to demonstrate movement- another feature
that is often difficult to show adequately using two-
dimensional display systems.
 Can be used to represent highly complex situation or
process in a simplified way that can be easily be
understood by learners.

15. TYPES OF MODELS
 SOLID MODELS
Used mainly for recognizing external features.
 CROSS-SECTION MODELS
Show the internal structure

16. • CONSTRUCTION MODELS
models which can be assembles or disassembled to
show relationship of parts to a whole.

17. • Working Models
Indicate how things work or operate.

18. Making your own models
 Use of commercially-available kits of parts
 Use of construction systems
 Use of inexpensive materials such as
cardboard, hardboard, wood and wire up
static models of all types.
 Use of materials like modelling clay to
produce realistic models of animals etc.
 Use of materials like Plaster of Paris and
papier mache.

19. When making and using models
keep the following ideas in mind:
-Models must be factually correct.
- The audience must be able to understand the scale
of a model.
- Construction should be sturdy and simple.
-Store carefully.
- Involve the audience.

20. Thank you!
PREPARED BY: CHERRY CORRAL
CCT BLOCK-A