Overview
This unit is an introduction to graphical and 3-dimensional computer-aided design (CAD). It provides the necessary skills to demonstrate practical and theoretical knowledge to enable you to teach Graphics and 3D CAD in the discipline of Industrial Technology and Design in the middle years of schooling (7-10). You will design, develop, adapt and evaluate projects utilising critical aspects of knowledge about graphics and 3-dimensional drawing. You will develop hands-on drawing skills and the ability to work with 3-dimensional design technologies.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2023
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Teachers
Currency of course content.
Review course content currency.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
Australian Institute for School Leadership (AITSL, 2013), Professional Standards for Teachers (Graduate Level):
Standard 2: Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
Standard 4: Create and maintain supportive and safe learning environments
4.4 Maintain student safety
Standard 6: Engage in professional learning
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues to improve practice.
Standard 7: Engage professionally with colleagues, parents/carers and the community.
7.2 Comply with legislative, administrative and organisational requirements
7.4 Engage with professional teaching networks and broader communities.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 15% | |||||
| 2 - Practical Assessment - 20% | |||||
| 3 - Practical Assessment - 15% | |||||
| 4 - Practical Assessment - 15% | |||||
| 5 - Portfolio - 35% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.wockner@cqu.edu.au
Module/Topic
Schematic Sketching and INVENTOR installation
Chapter
Participants are required to complete schematic sketches 1 and 2 and begin the process of installing INVENTOR.
Events and Submissions/Topic
Module/Topic
Ideation Sketching
Chapter
Participants are required to complete Ideation sketches 1 and 2 and begin the process of booking Res school.
Events and Submissions/Topic
Module/Topic
Technical Sketching
Chapter
Participants are required to complete Technical sketches 1 and 2.
Events and Submissions/Topic
Module/Topic
Inventor and Assessment 1 Submission
Chapter
Participants are to focus on familiarising and practicing INVENTOR to prepare yourself for Res School and allow you time to ensure all your 6 sheets for Assessment task 1 are complete and combined into a single PDF file ready for submission by the end of this week.
Events and Submissions/Topic
Assessment 1 - Introduction to Sketching (15% weighting) - Due week 4, Friday 31st March 2023, 11.55pm
For students to achieve a overall pass mark for this course all assessments must be submitted/completed and receive a minimum pass mark.
Module/Topic
Compulsory Residential School Assessment Task 2
Chapter
Day 1: Inventor, 3D printing and Drawing Interpretation
Day 2: Inventor, Drawing Interpretation and Reverse Engineering
Day 3: QCAA explore and design phase, Design Challenge, Inventor, and Assessment task 3 planning
Events and Submissions/Topic
Assessment 2 - Residential School (50% weighting) - Due week 5, Friday 7th April 2023, 11.55pm.
For students to achieve a overall pass mark for this course all assessments must be submitted/completed and receive a minimum pass mark.
Module/Topic
Enjoy your break.
Chapter
Events and Submissions/Topic
Module/Topic
Part A Design Folio (Assessment 3)
Chapter
Assessment 3 is three part task that creates a design project suitable for a yr. 9 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for this year level. The theme is based on product design. The task focuses on designing a 3D printable childrens toy.
Part A Explore: (weighting 10%) Week 6 focuses on Part A of Assessment 3 by exploring the significant design movements over the last 170 years to develop a repository of knowledge to support the develop phase of the design process in Weeks 8 and 9.
All stages are supported by the Assessment task 3 Guide.
Events and Submissions/Topic
Module/Topic
Part A Design Folio (Assessment 3)
Chapter
Part A Explore: (weighting 10%) Week 7 focuses on Part A of Assessment 3 by focusing on completing tasks 1 and 2 of the explore phase to present evidence of a knowledge and understanding of 6 design movements and toy styles from 4 different design eras. This knowledge will be used to support the develop phase of the design process in Weeks 8 and 9.
All stages are supported by the Assessment task 3 Guide.
Events and Submissions/Topic
Module/Topic
Part B Develop the Design (Assessment 3)
Chapter
Part B: Develop: (weighting 10%) Weeks 8 focuses on applying your broad knowledge and understanding of design movements and toy development to use the design process and divergent and convergent thinking strategies to develop a range of ideas to create a product that addresses all these 3 design criteria
All stages are supported by the Assessment task 3 Guide.
Events and Submissions/Topic
Module/Topic
Part B Develop the Design (Assessment 3)
Chapter
Part B: Develop: (weighting 10%) Weeks 9 focuses on applying your broad knowledge and understanding of design movements and toy development to use the design process and divergent and convergent thinking strategies to develop a range of ideas to create a product that addresses all these 3 design criteria
All stages are supported by the Assessment task 3 Guide.
Events and Submissions/Topic
Module/Topic
Part C Create Presentation Files (Assessment 3)
Chapter
Part C: Presentation: (weighting 15%)
Week 10 focuses on applying all your Inventor skills to create a range of drawings and files that can be used to 3D print your proposed design. You will need to:
a) Model all your parts and save them as individual files.
b) Create a working drawing over one or more A3 pages (depending on number of parts) that displays a minimum of 2 fully dimensioned and subtitled orthographic views for each part.
c) Create an A3 page (or more if required due to complexity of assembled product) that shows a top, front and side view of the assembled product along with an assembled isometric view, an open in line for assembly isometric view, and a parts list with referencing balloons attached to in line for assembly drawing.
Events and Submissions/Topic
Module/Topic
Part C Create Presentation Files (Assessment 3)
Chapter
Part C: Presentation: (weighting 15%)
Week 11 focuses on applying all your Inventor skills to create a range of drawings and files that can be used to 3D print your proposed design. You will need to:
a) Model all your parts and save them as individual files.
b) Create a working drawing over one or more A3 pages (depending on number of parts) that displays a minimum of 2 fully dimensioned and subtitled orthographic views for each part.
c) Create an A3 page (or more if required due to complexity of assembled product) that shows a top, front and side view of the assembled product along with an assembled isometric view, an open in line for assembly isometric view, and a parts list with referencing balloons attached to in line for assembly drawing.
All stages are supported by the Assessment task 3 Guide.
Events and Submissions/Topic
Module/Topic
Finalise Assessment 3
Chapter
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
Events and Submissions/Topic
Assessment 3 - Design Task (35% weighting) - Due week 12, Sunday 4th June 2023, 11.55pm.
For students to achieve a overall pass mark for this course all assessments must be submitted/completed and receive a minimum pass mark.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Students are required to complete a series of set sketching tasks on A3 paper over the first 4 weeks prior to Residential school.
Refer to each weekly outline for instructions.
The completed sheets will be combined to create your Assessment task 1 response.
Once you have finished your sheets, make sure that you:
Scan your completed A3 pages and saved as a single PDF file
Ensure all scans are of high enough quality that they clearly show all details and annotations
Title the PDF file including your full name and assessment task. E.g., Mark_Wockner_Assessment_1
Submit assessment online via the Moodle site no later than 11.55pm on Friday 31st March 2023
For students to achieve a overall pass mark for this course all assessments must be submitted/completed and receive a minimum pass mark.
11.55pm on Friday 31st March 2023
Week 6 Friday (21 Apr 2023)
o Comprehension of a range of graphical procedures, principles, and conventions.
o Understanding and application of the elements and principles of visual communication.
o Interpretation and analysis of graphical information.
o Use of a range of graphical skills to create schematic, ideation, and presentation sketches.
o Ability to read, interpret and create technical sketches that meet requirements.
o Use of language conventions and technical vocabulary.
o Ability to apply divergent thinking strategies to create multiple ideas.
o Demonstrate understanding and application of AS1100 standards.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
2 Practical Assessment
The focus for today is on developing participants' Inventor skills and knowledge to begin to create a range of:
Inventor models (.ipt files), Inventor assemblies (.iam files), Inventor presentations (.ipn files), Inventor drawings (.idw files), and 3D printable files (.stl files)
Topics covered include:
Creating Inventor models (.ipt files)
Creating Inventor assemblies (.iam files)
Creating Inventor presentations (.ipn files)
Creating Inventor working and assembly drawings (.idw files)
Exporting .ipt files to .stl files for 3D printing
Exporting .idw files to PDF
Combining PDF files
Orthographic projection
Isometric views
Open in line for assembly views
Sectional views
Dimensioning
Subtitling
AS1100 conventions
11.55pm Friday 7th April 2023
Week 9 Friday (12 May 2023)
o Comprehension of a range of graphical procedures, principles, and conventions.
o Understanding and application of the elements and principles of visual communication.
o Ability to read, interpret and create technical sketches that meet requirements.
o Use of language conventions and technical vocabulary.
o Demonstrate understanding and application of AS1100 standards.
o Creation of technical drawings that meet requirements.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
3 Practical Assessment
Focuses on reading and interpreting a freehand sketch of a compound mechanism (has many parts) to create a series of .ipt, iam,.ipn and .idw files.
The second session starts with performing engineering measurements by measuring a physical model with a range of measuring tools to create a technical sketch of all the components.
Participants will then create a series of .ipt, iam,.ipn and .idw files
Topics covered include:
Measuring and collecting data
Using measuring tools
Technical sketching
Creating Inventor models (.ipt files)
Creating Inventor assemblies (.iam files)
Creating Inventor presentations (.ipn files)
Creating Inventor working and assembly drawings (.idw files)
Exporting .idw files to PDF
Combining PDF files
Orthographic projection
Isometric views
Open in line for assembly views
Sectional views
Dimensioning
Subtitling
AS1100 conventions
11.55pm Friday 7th April 2023
Week 9 Friday (12 May 2023)
o Interpretation and analysis of graphical information.
o Ability to read, interpret and create technical sketches that meet requirements.
o Use of language conventions and technical vocabulary.
o Demonstrate understanding and application of AS1100 standards.
o Ability to create technical sketches that meet requirements.
o Ability to use measuring appropriate measuring tools.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
4 Practical Assessment
The first session begins with familiarizing participants with the QCAA double diamond approach to the Design process which is currently used in Queensland schools.
Part of the first or 'Explore' phase of the process is examining secondary data which includes existing designs which can be used as a reference or starting point to develop innovative, unique and credible ideas.
The second session focuses on learning and understanding the develop phase of the QCAA double diamond design model by participating in a 'design challenge' task to design an 'art deco' desk tidy.
Participants will create a series of Inventor models (.ipt files), Inventor assemblies (.iam files), Inventor presentations (.ipn files), Inventor drawings (.idw files) based on their solution to the design challenge.
The final session will focus on how the application of the skills and knowledge developed over the first four weeks of the course and Residential school can be used in combination with the QCAA double diamond design model to address Assessment task 3.
11.55pm Friday 7th April 2023
Week 9 Friday (12 May 2023)
o Ability to apply divergent thinking strategies to create multiple ideas.
o Use of a range of graphical skills to create schematic, ideation, and presentation sketches.
o Demonstrate an understanding and application of evaluating ideas to suggest refinements.
o Use of a range of graphical skills to produce concept drawings.
o Creation of technical drawings that meet requirements.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
5 Portfolio
Assessment 3 is three part task that creates a design project suitable for a yr. 9 graphics and design class. It requires all the skills and knowledge acquired in Assessment 1 and 2 to create a design folio that would be suitable for those year levels. The theme is based on product design. The task focuses on designing an innovative 3D printable toy for a child. The toy aesthetics will be based on a chosen design movement from the last 170 years.
The assignment uses elements of the 'double diamond' design model which is the preferred model for Senior Design in Queensland schools and which consists of 3 sections:
Part A Explore: (weighting 10%) Weeks 6 to 7 explores secondary data to identify existing products and influential design styles over the last 170 years to build an extensive knowledge of design styles which can then be applied to Part B of this task . Participants will create a multipage folio that provides evidence of their research.
Part B: Develop: (weighting 10%) Weeks 8 to 9 focuses on the design process using divergent and convergent thinking strategies to develop of a range of ideas to identify the most suitable concept. Participants will create a range of annotated ideation sketches and presentation sketches to provide evidence of this process.
Part C: Presentation: (weighting 15%) Weeks 10 to 11 allow participants to 'showcase' their final proposal by creating a range of drawings created on Inventor of their final concept.
Week 12 is set aside for participants to merge all 3 parts to create a coherent and logical presentation for submission by the due date.
11.55 pm Sunday 4th June 2023
Review/Exam Week Friday (9 June 2023)
o Ability to apply divergent thinking strategies to create multiple ideas.
o Use of a range of graphical skills to create schematic, ideation, and presentation sketches.
o Demonstrate an understanding and application of evaluating ideas to suggest refinements.
o Use of a range of graphical skills to produce concept drawings.
o Creation of technical drawings that meet requirements.
- Explore the use, development and impact of design concepts through the use of graphical and design communication
- Devise, create and use graphical and design concepts and procedures
- Apply theories and pedagogies to plan and adapt, sequence, implement and assess graphics used in the production of projects
- Analyse and use basic skills, sequences and procedures using design processes required for teaching Graphics
- Critically evaluate specific applications of tools and equipment used in the production of Graphics and design.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
