Syllabus Two Dimensions (Freehand)
Expansion
The ability to produce simple two and three dimensional sketches that illustrate ideas, concepts and possible solutions in outline form, are expected and will be examined. The production of freehand drawings in good proportion on plain o r grid paper could be used in advance of instrument drawings. Samples of suitable grids are given in Appendix D
Use of Instruments
Though the use of instruments is required by the syllabus, the choice o f instruments is at the discretion of the teacher. It is advisable, however, that students gain experience using the tee square and set squares as a way of disciplining their approach and fostering the appreciation of neatness and accuracy in their work. The use of the computer should also be encouraged. It is a perfectly valid option to produce drawings freehand. Grid assisted freehand on squared paper is probably the better option. This approach produces great economy in the management of time, is speedier than instrument drawing and is easier to assign for completion outside of class time.
Notes and Comments
Care should be taken that the grid paper selected suits the type of drawing produced. Students frequently experience difficulties i n this area.
Useful small scale tasks that explore development and integrate most areas of the communications section may easily be devised. They would commonly be of the 'Design a cut out, fold up, toy suitable for including on the back of a cereal packet' variety. This type of task integrates design with accurate drawing, development, use of colour, preparing sequential instructions and realisation in card.
Three Dimensions ~freehand or by other means)
Development will be associated directly with, and is often included as part of, project working drawings. Students should be familiar with the development of the rectangular prism and cylinder. The basic straight line skills of pictorial drawingshould be taught early so that orthographic and pictorial drawings may be used in conjunction with one another throughout the course. The use of one to illustrate the other will greatly aid comprehension. Perspective drawing need not be more advanced than two point perspective sketches. Examples are given in Appendix E
An introduction to the use of colour is also required.
Advanced instrument skills are not expected. Freehand drawing is acceptable for most purposes. The use of squared paper, isometric paper, templates for circles and ellipses etc. is recommended. Simple rendering techniques should be taught, such as using a soft pencil to produce varying degrees of tone to represent shadow, using an eraser to produce highlights by removing areas of tone and using an underlay to rub on texturing. The simplest techniques can prove highly effective. For example, using a coloured background to highlight a sketch is very effective and simply done. Coloured pencils are perfectly adequate for this task though watercolours, markers etc. may also be used.
Expansion
Schematic drawings to represent systems and the use of symbols to represent the various components. Electronic, electrical and pneumatic circuits represented on paper as schematic drawings.
Notes and Comments
The relevant standards can be found in B.S.I. Booklet PP7307. It should be noted that some teachers may prefer to use the American symbols for the logic gates. Examples of schematics in action which students should be aware of include bus and train routes, factory control boards, railway control consoles etc. A series of sequential sketches to describe procedures to be followed as with D.I.Y. components and fittings.
Syllabus Introduction to Computers
Expansion
Students must be familiar with the correct start-up and shut-down procedures when using a computer and its accessories.
Input and Output Devices
Filing Procedures
- Ability to load and save files and programs and an awareness of the necessity of backing up files and programs.
- Copying of files.
Notes and Comments
Keyboard, mouse, disk drive/magnetic tape, (scanner, light pen, microphone) as input devices. Monitor, printer, disk drive/magnetic tape, (modem, plotter, speaker, games and/or other ports) as output devices.
Graphics
Reports
Use of the computer to generate graphic images for 'painting' or 'drawing' and an awareness of its potential in areas such as Computer-aided-design (CAD).
Students should be aware of the potential presented by the computer for the editing, storage and retrieval of text and graphic images.
Students should be familiar with, and develop skills in relation to the use of, the keyboard and/or mouse for entering plain text and other characters.
SyllabusExpansion Notes and Comments
Models The production of models should be regarded as an important part of the design process. At some stage during the investigation it may be necessary to test whether possible solutions are satisfactory or whether they function properly. The construction of a model can often help to pin-point faults in the construction and or operation of the design. The model can help to stimulate and promote new ideas and help to choose suitable ways of constructing the final design. Valuable time and money can often be saved if a design proves faulty at this stage instead of discovering problems during the realisation. There are several types of models. Consideration needs to be given to the one that is most suitable to the design in hand. (1) Working mechanical models.
(2) Models to check shape and form.
Modelling is a transition stage on the way to the final artefact, or system. Because it is transitory, a model should be as rudimentary as will suffice to clarify spatial, mechanical or other doubtful areas of the design. Materials therefore should be extremely manageable (paper, card, soft iron wire, cloth, clay etc.) to allow easy manipulation, and they should also be inexpensive since they may have to be disposable.
Working models are made in order to test whether moving and working parts of a design such as pulleys, gears, link mechanisms and pistons function properly within the area for which they have been designed. Model construction kits may be found useful here. Models can also be used to check whether parts of a design fit each other, either physically or visually.
Expansion (3) Electrical or electronic model circuits.
(4) Small scale models.
(5) Full scale models.
Notes and Comments
To test whether an electrical or electronic circuit will operate as designed, electrical kits or bread-boarding can be used. Small scale models can often be made more quickly than full scale parts. Scale models economise in both time and materials and are of particular value when testing working parts or when judging whether a design fits with other features in a layout. The suitability of a design can often be tested using full scale models. Finished size and appearance can also be tested here.