These applets were developed through a guided construction process in which students built the models step by step rather than observing finished visualizations. The goal was to help students understand when to use the Shell Method and when to use the Washer Method. Construction-Based Learning Approach These applets were not introduced to students as finished models. Instead, they were developed step by step together with students through a guided construction protocol. The learning process began in the plane, by identifying a representative segment inside the region that generates the solid of revolution. Students observed that: • a segment perpendicular to the axis of rotation generates disks or washers • a segment parallel to the axis of rotation generates cylindrical shells By following this construction process, students were able to clearly understand how a two-dimensional element generates a three-dimensional object. Rather than memorizing formulas, students explored the geometric origin of volume elements and developed a deeper conceptual understanding of integral methods. Geometric Idea Behind the Methods A key objective of this activity was to help students recognize that the orientation of the segment determines the method used: • Perpendicular segments → Disk/Washer Method • Parallel segments → Shell Method Through rotation of these segments, students visually observed how: • disks stack to form a solid • shells wrap around the axis to generate volume This visualization helps connect algebraic expressions with geometric meaning. Pedagogical Value This construction-based approach supports: • conceptual understanding of volumes of revolution • spatial reasoning development • visualization of infinitesimal elements • comparison of multiple solution methods • reduction of formula memorization without understanding It also promotes active learning, since students participate in building the model rather than observing a completed one. Suggested Use in the Classroom These applets are especially effective when used as part of a step-by-step classroom construction, rather than as demonstration-only tools. Suggested sequence: 1. Define the function and region in 2D 2. Select a representative segment 3. Determine its orientation relative to the axis 4. Rotate the segment 5. Observe the generated solid 6. Generalize the corresponding volume element 7. Connect the geometry to the definite integral This approach helps students build understanding gradually and meaningfully. As a result of this process, students were able to independently recognize when to apply the Disk/Washer Method and when to apply the Shell Method, based on the orientation of the representative segment.