Technical Graphics - Syllabus
| 1. | The general aim of education is to contribute towards
the development of all aspects of the individual,
including aesthetic, creative, critical, cultural,
emotional, intellectual, moral, physical, political,
social and spiritual development, for personal and
family life, for working life, for living in the
community and for leisure. |
| 2. | The Junior Certificate programme aims to
|
| 3. | The Junior Certificate programme is based on the
following principles :
The curriculum should provide a wide range of educational expieriences within a supportive and formative enviornment. It should draw on the aesthetic and creative, the ethetical, the linguistic, the mathematical, the physical, the scientific and the technological, the social, enviornmental and political and the spiritual domains. |
| 4. | Each Junior Certificate syllabus is presented for implementation within the general curriculum context outlined above. |
| CONTENTS | |
| 1. | RATIONALE |
| 2. | COURSE STRUCTURE |
| 2.1 | Aims of the Course |
| 2.2 | Course Objectives |
| 3. | COURSE CONTENT; Preamble |
| 3.1 | CONVENTIONS and STANDARDS |
| 3.2 | PLANE GEOMETRY |
| 3.2.1 | Constructions |
| 3.2.2 | Plane Figures |
| 3.2.3 | Loci |
| 3.2.4 | Transformation Geometry |
| 3.2.5 | Areas of Figures |
| 3.3 | DESCRIPTIVE GEOMETRY |
| 3.3.1 | Orthographic Projection |
| 3.3.2 | Pictorial Drawing and Projection |
| 3.3.3 | Scaled Drawing |
| 3.3.4 | Surface Development |
| 3.4 | COMMUNICATIONS GRAPHICS |
| 3.4.1 | Freehand Drawing |
| 3.4.2 | Graphics in Designing |
| 3.4.2.1 | The Process of Designing |
| 3.4.2.2 | Modelling of Solutions |
| 3.4.2.3 | Graphic Design and Representation |
| 3.4.3 | Computer Graphics |
| 4. | ASSESSMENT |
| 4.1 | Assessment Objectives |
| Appendix | |
1. RATIONALE
The course aims to develop the creative imagination
by encouraging pupils to reason in two and
three-dimensions and by applying these abilities to the
solution of graphical and spatial problems of an
abstract and practical nature. The cognitive and
practical skills developed will act as a stimulus in
helping pupils to 'see' their enviornment with critical
and analyitcal awareness and will enhance their
aesthetic values.
Proficiency at freehand drawing is seen as
particularly desireable not just as a means of
communication but also as an interactive element in
imagining and spatial modelling. The body of knowledge
and skills associated with graphicacy will allow the
pupil to interpret and communicate information and ideas
graphically thereby encouraging competency in the
universal language of design and technology.
The course is also seen as an ideal vehicle for
developing computer graphics skills and introducing
computer aided design graphics. Graphical design
problems in two and three-dimensions will allow the
pupils to experiment with shape and form, shade and
colour. The modelling of solutions, in card or other
materials, will contribute to an enjoyable and creative
learning experience. Pupils interaction will be
encouraged through group activity assignments in
measuring and scaling and the production of graphical
solutions either pictorially or through orthographic
projection, (the geometry of representation).
The course provides a unique range of skills and
techniques at junior cycle and is a foundation course
for senior cycle Technical Drawing. The course will also
act as a contributing discipline to all technology based
subjects and to any subject which uses graphics and/or
cognitive functions such as holistic reasoning and image
manipulation.
2. COURSE STRUCTURE
Year one consists of a series of modular topics which together lay the foundation for the following two years. While some of the topics are discrete most will be inter-dependent. At the core of the course are plane and descriptive geometries and communication graphics. These expand to underpin a range of topics that increase in factor-of-difficulty over the three years. The course is so structured as to provide pupils with a stimulus for managing spatial problems mentally and communicating spatial ideas and solutions graphically. Shown in figure 1 is a schematic diagram of the course structure. Figure 2 represents the suggested modules contributing to basic graphicacy in the first year foundation course. Figure 3 is a schematic diagram showing the interrelationship of the topics in the course content.
Fig.1
SCHEMATIC DIAGRAM OF COURSE STRUCTURE
Fig.2
SUGGESTED ELEMENTS FOR YEAR ONE FOUNDATION COURSE
Fig.3
FLOW DIAGRAM OF COURSE CONTENT
2.1 AIMS OF THE COURSE
(a) To stimulate the pupils creative imagination
through developing their visual spatial abilities.
(b) To encourage the development of the cognitive and
practical manipulative skills associated with
graphicacy.
(c) To provide pupils with a body of knowledge
appropriate to interpreting and communicating spatial
information and ideas.
(d) To sharpen the pupils visual perception of their
environment and its elements and encourage the
exercising of aesthetic value judgments.
(e) To develop basic competency in computer graphics
in the context of graphical problem solving and computer
aided design.
(f) To encourage the development of logical and
progressive reasoning and enquiry/investigative skills
and the ability to spatialise and visualise two and
three dimensional configurations and their elements in
the solution of graphical problems.
(g) To help pupils understand the importance of
communicating information graphically.
2.2 COURSE OBJECTIVES
The pupils will be able to:-
* Use graphics in the development of ideas and in the
communication of information.
* Interpret drawings and diagram including freehand
sketches,plans, numerical data (expressed graphically),
flow charts and formal working drawings.
* Solve two and three-dimensional space problems
graphically using appropriate geometries and their
underlying principles and theorems.
* Demonstrate dexterity in the use of drawing
instruments, templates etc. as reflected in neatness and
accuracy.
* Display an understanding of the projection systems
associated with descriptive geometry.
* Select appropriate methods of graphic
representation in expressing spatial ideas and concepts.
* Show a basic understanding of input, processing and
output systems associated with computers.
* Produce computer generated drawings and graphical
solutions using appropriate computer graphics and
computer aided desktop software.
* Produce neat and accurate drawings according to
recognised standards, conventions and illustration
techniques.
* Co-operate in the assimilation of data necessary
for scaled representation.
* Produce freehand drawings in two and
three-dimensions as graphical communication and as an
aid to spatial reasoning and refinement.
* Recognise the importance of graphics in the process
of designing and produce graphical solutions to
appropriate design problems.
* Use shade and colour with discretion and model
appropriate solutions in card or other materials.
* Apply ergonomic and other appropriate data in the
consideration and solution of design problems.
3. COURSE CONTENT
PREAMBLE
The course content is arranged under the headings of
topics and subtopics, many of which are directly
interrelated. The following are seen as the main areas
of study; plane geometry, descriptive geometry and
communication graphics (including design presentation
and computer aided design/graphics). Freehand drawing is
seen as in integral skill in all these areas as well as
a stimulus to spatial reasoning The first year of the
course will consist of basic modules taken from a
variety of topics and will be a foundation course for
the following two years. While the material content of
the first year modules will in the main be common to
both higher and ordinary levels, this will be structured
so as to allow pupils to work at their own level of
ability The emphasis in the first year should be on
material of an applied nature based on appropriate
geometric principles and be such as to stimulate pupils
interest and curiosity.
At the end of the first year pupils will have
acquired basic graphic communication skills and
techniques. They should also appreciate the significance
of graphics in ~ordering' space, their unique value in
communicating information and ideas as well as their
intrinsic beauty, particularly in graphical design.
NOTE : underlined elements apply to higher level only.
3.1 CONVENTIONS AND STANDARDS
Pupils are expected to adhere to current
standards, conventions and practices associated with
drawing and illustration. (8. S. schools and colleges
versions or I.S.O. equivalents would be appropriate)
However bearing in mind the creative/problem solving
nature of the subject, these should not be applied so
rigidly as to stifle individual flair. Pupils should be
familiar with the following:
Line types
Projection standards
Symbols
Scales
Dimensioning
Lettering
3.2 PLANE GEOMETRY
Apart from its discrete value in problem solving this area will serve to support all other areas of the syllabus. The geometry and constructions should where possible be taught in the context of concrete applications. All constructions should be supported by the appropriate axiom or theorem as listed in the appendix.
3.2.1 CONSTRUCTIONS
Basic geometric constructions.
Construction of plane and diagonal scales.
The mean proportional.
3.2.2 PLANE FIGURES
Construction and geometric properties of:
Triangles
Quadrilaterals
Polygons
The Circle (incl. tangency).
Construction, basic properties and applications of
the ellipse and parabola.
(excluding reference to eccentricity).
3.2.3 LOCI
To include the plotting of loci under specified
constraints in relation to fixed points, curves and
lines in one plane.
The plotting and identification of ellipse and parabola as plane loci in problem solving.
3.2.4 TRANSFORMATION GEOMETRY
This area deals with geometric transformations,
either singly or combined. as applied to problem
solving.
Parallel projection
Translations.
Reflections (central and axial symmetry)
Rotations.
Enlargements and reductions
Examples of above in nature and design.
3.2.5 AREAS OF FIGURES
This should be dealt with by applying appropriate
Euclidian theorems and/or transformation geometry
theorems.
Determination and division of polygonal areas
by triangulation.
Conversion of rectilinear figures to equivalent
areas.
Approximate determination of areas with curved
perimeters.
3.3 DESCRIPTIVE GEOMETRY
This area is of particular importance in developing pupils ability in visual imagery and representation. Projections should initially be dealt with in a deductive manner without reference to projection systems, but with a knowledge of planes of reference. The sequencing of the material and teaching techniques should gradually develop spatial abilities relating to imagery, orientation, and visualization. Pupils should as a result be able to build clear images of objects in space and accurately represent these in two-dimensions. The complexity of image and representation will vary according to level and ability Although the final solution to problems in this area will normally be represented in measured drawings, pupils should be competent in representing these through freehand drawings and sketches.
3.3.1 ORTHOGRAPHIC PROJECTION
Considering that orthographic projection is an
abstraction which allows accurate representation of
objects in three-dimensional space1 teaching strategies
should aim at bridging the gap between concrete and
abstract spatial reasoning. Therefore to assist
visualisation the 'objects' represented in the
projection should where possible relate to pupil
interest and experience. For the purpose of this
syllabus the axes of geometric forms should generally
not be inclined to more than one plane of reference and
solids with oblique axes are not considered.
Planes of reference.
Projections in 1st and/or 3rd angle (HL. pupils
conversant with both)
Interpretation of given data.
Sectional views.
Inclined solids.
Exploded Views.
Working and design drawings.
First auxiliary projections.
Rotation of solid objects.
Rebatment of surfaces.
Traces, true lengths and inclinations of lines and
edges.
True shape of surfaces.
Solids in contact.
Intersection of surfaces (see also developments).
Elementary treatment of shadow and shade with
parallel light rays.
3.3.2 PICTORIAL DRAWING AND PROJECTION
This area should be covered in two modules, (a)
pictorial views of objects on given ayes and without
reference to projection systems and axonometric planes,
and (b) projections within the classification of
projection systems and the framework of axonometric
planes.
| (a) | Oblique and planometric views. |
| Isometric views. | |
| Simple perspective with arbitrary vanishing points (one and two point). | |
| Orthographic from pictorial and visa-versa. | |
| (b) | Axonometric projections to include. |
| Isometric projection with reference to
axonometric plane (include use of isometric scales). |
3.3.3 SCALED DRAWING
Pupils will learn to solve problems associated
with representing on paper or monitor items of small and
large dimensions. In the main concrete examples should
be used such as room or garden layout, record stylus.
etc The area also provides opportunity for group
activity and co-operation through measuring and
recording data, design of scales etc in connection with
buildings, classroom layout location maps and so on.
Design of scales
Scale rules. (Standard metric scales)
Scaled representation including working and design
drawings
3.3.4 SURFACE DEVELOPMENT
Orthographic projection including true length of
lines and edges and true shape of surface will
contribute to this In the initial module however complex
shapes requiring rotation or rebatment should be avoided
Any of these solutions may be modeled. (see also
modelling)
Right solids and their frusta.
Composite solids (see also intersection of
surfaces).
3.4 COMMUNICATION GRAPHICS
Material from this area of study will permeate all other elements. The subtopics should provide a stimulus for creative thought and provide a basis for expression of ideas and information through the application of the illustration/communication skills and techniques acquired. It will also help the pupils to relate to the graphic environment they are constantly exposed to.
3.4.1 FREEHAND DRAWING AND SKETCHING
It is intended that this area should contribute to
the development of the pupils intra and extra-personal
communication skills and techniques and encourages
sketching as a stimulus in the thinking process The use
of a variety of media is recommended. These should
include squared isometric grid and other suitable
papers.
Sketching skills and techniques
Two and Three dimensional graphic representation
Procedural diagrams
Design sketching
Shading and texturing
Colour as an enhancement
(See also graphical design)
3.4.2 GRAPHICS IN DESIGNING
Sketching and drawing are at the core of the process of designing and so these visual images are of particular importance in developing and refining ideas The pupils creativity will be encouraged through appreciating the problems associated with designing proposing solutions on paper and modelling these where appropriate.
3.4.2.1 THE PROCESS OF DESIGNING
The pupils will acquire an overview of the design
process with particular emphasis on associated graphics.
Pupils will be helped to appreciate the visual
qualities of objects with particular reference to
shape/form and proportion Examples should include the
geometry of form and proportion in nature and in
man-made objects.
Design appraisal
Analysis and evaluation of design problems
Acquiring and using data (shape, volume ergonomics,
etc)
Presentation of solution
3.4.2.2 MODELLING OF SOLUTIONS
This activity will contribute to the development
of the pupils spatial abilities through interplay
between if e drawing and the visuo-tactile stimuli.
Pupils will be encouraged to model appropriate solutions
using card or other materials. Design and execution of
packaging solutions is seen as making a significant
contribution. Surface development is a prerequisite and
integral part of this activity.
The following are examples of solutions
appropriate to modelling :
Regular and semi-regular polyhedra.
Packaging problems including appraisal and
reproduction.
Development and execution of packaging solutions.
Projection planes and systems.
Loci and simple linkages as models.
3.4.2.3 GRAPHICAL DESIGN AND REPRESENTATION
This element will contribute to the pupils ability
to graphically symbolise information and ideas, and will
facilitate clear communication a well as rapid
interpretation of comparative data and statistics. While
the main focus will be on design and representation in
two-dimensions, working in three dimensions is to be
encouraged.
Geometric pattern drawing.
Graphical symbols including Pictograms, Monograms,
and Logograms.
Graphical representation of numerical data including:
Graphs, Histographs, Pictographs, Bar and Pie charts
etc.
3.4.3 COMPUTER GRAPHICS
It is intended that this area of the programme
will give pupils an understanding of the computer as a
tool in graphical communication and design. The pupils
should get 'hands on' experience in using the computer
to solve real problems of graphic presentation,
communication and design. A basic understanding of
'input', 'processing' and 'output' devices is expected
as well as some knowledge of contemporary hardware and
appropriate software. While a knowledge of a programming
language would be desirable this is seen as
discretionary The following should be included.
Input output, arid processing hardware.
Loading and saving programs.
Graphics and CAD programs.
Generation of graphics and drawings
Printing and plotting.
4. ASSESSMENT
4.1 ASSESSMENT OBJECTIVES
Pupils should be able to :
(a) Solve problems in two and three dimensional space
using appropriate geometries and principles.
(b) Interpret drawings, diagrams and other graphical
data and 'spatialize' written or oral information.
(c) Select appropriate methods of graphical
communication to represent artifacts, solutions and
ideas
(d) Demonstrate neatness and accuracy in drafting
skills and techniques.
(e) Display a knowledge of recognised drawing
standards, conventions and terminology
(f) Use freehand sketches in developing ideas and
solutions, and in representing information
(g) Make working drawings of artifacts from given
data.
(h) Demonstrate an understanding of graphical design
through appropriate representation of ideas
(i) Display an understanding of projection systems
(j) Display a knowledge of basic ergonomics and other
design related data
(k) Produce solutions on paper to appropriate design
problems.
(I) Model solutions to appropriate problems (in card
etc).
(m) Display a Knowledge of computer input processing
and output systems through the production of hardcopy of
appropriate graphics.
(n) Use the computer to solve space/design problems
(o) Represent numerical and other data graphically.
(p) Use shade and colour appropriately to enhance
drawing and as an aid in clarity and in presentation.
| 1 | If two straight lines intersect, then vertically opposite angles are equal. |
| 2. | When a transversal cuts two parallel lines, then corresponding angles are equal, and alternate angles are equal. |
Triangles
| 1. | Sum of the interior angles in a triangle is 18O° |
| 2. | The exterior angle at any vertex in a triangle equals the sum of the two opposite interior angles |
| 3. | In an isosceles triangle the angles opposite the equal sides, are themselves equal in measure. |
| 4. | Bisectors of the angles of a triangle are concurrent at the "incentre". |
| 5. | Mediators of the sides of a triangle are concurrent at the "circumcentre". |
| 6. | Perpendiculars from the vertices of a triangle to their opposite sides are concurrent at the "orthocentre" |
| 7. | The medians of a triangle are concurrent at the 'centroid'. |
| 8. | The area of triangles on the same (or equal) base and between the same two parallels are equal |
| 9. | The areas of triangles of equal bases are proportionate to their heights, and the areas of triangles of equal height are proportionate to the length of their bases. |
| 10. | In similar triangles the lengths of corresponding s des are proportional. |
| 11. | Theorem of Pythagoras In any right-angled triangle the area of the square on the hypotenuse equals the sum of the areas of the squares on the other two sides. |
Parallelograms
| 1. | Opposite sides and opposite angles in a parallelogram are equal in measure. |
| 2. | The diagonals of a parallelogram bisect each other. |
| 3. | The diagonals of a rhombus bisect each other perpendicularly. |
| 4. | The diagonal of a parallelogram bisects its area. |
The Circle
| 1. | The mediator of any chord in a circle is a diameter line of the circle. |
| 2. | The measure of the angle at the centre of a
circle is twice the measure of the a angle at the
circumference standing on the same (chord). and its corollaries : (i) The angle in a semi circle is a right angle. (ii) The sum of opposite angles in a cyclic quadrilateral is 180° (iii) Angles in the same segment of a circle are equal. (iv) The angle between a chord and tangent at the point of contact, equals the angle a any point in the opposite segment subtended by the same chord. |
| 3. | The angle between the diameter of a circle and a tangent at the point-of-contact is 90° |
Theorems in Transformation Geometry
| 1. | Parallel projection conserves equality and proportion of length. |
| 2. | Translation maps a line onto a parallel line. |
| 3. | Central symmetry maps a line onto a parallel line. |
| 4. | The composition of two central symmetries (point reflections) is equivalent to a translation. |
| 5. | The composition of two axial symmetries (line reflections), in intersecting axes, is equivalent to a rotation. |
| 6. | The composition of two axial symmetries in perpendicular axes is a central symmetry in their point of intersection. |
| 7. | The composition of two axial symmetries in parallel axes is a translation. |
| 8. | An enlargement naps a line onto a parallel line. |
| 9. | Axial symmetry, central symmetry, translations and their composite mappings are isometries (conserving measure of length angle and area). |
| 10. | The composition of translations is both commutative and associative. |
| 11. | The composition of reflections is neither commutative nor associative. |