Course Title: Make scale models
Part B: Course Detail
Teaching Period: Term2 2019
Course Code: VART6477C
Course Title: Make scale models
School: 320T Architecture & Urban Design
Campus: City Campus
Program: C5382 - Diploma of Product Design
Course Contact: Robin Blood
Course Contact Phone: +61 3 9925 4819
Course Contact Email: robin.blood@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 50
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This unit describes the skills and knowledge required to make 3-dimensional (3D) scale models in response to specifications, which may be part of a brief. The focus of this unit is on the technical skills required to make accurate scale models to designed specifications. Design skills are found in other units within the Visual Arts Craft and Design Training Package. People working in many industries require the skills and knowledge in this unit, and the unit is written to allow for contextualisation to a particular industry context. Within the cultural industries this unit is relevant for people working across multiple sectors.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CUAACD304 Make scale models |
Element: |
1. Prepare to make scale models |
Performance Criteria: |
1.1 Clarify scale model requirements based on relevant documentation, verbal briefs and consultation with relevant people 1.2 Identify potential challenges and plan work to minimise risk in consultation with relevant personnel 1.3 Select techniques for model making consistent with project requirements 1.4 Confirm presentation requirements, including timelines, for final scale models 1.5 Confirm equipment, materials and work space requirements 1.6 Set up work space and equipment according to safety considerations and organisational procedures |
Element: |
2. Complete model construction |
Performance Criteria: |
2.1 Use safe work practices to make preliminary models representing core dimensions in line with specifications 2.2 Review preliminary models against objectives and specifications in consultation with others 2.3 Confirm that intellectual property and other relevant legislative requirements are met 2.4 Make required adjustments to models 2.5 Complete models to project objectives 2.6 Present models to relevant colleagues in line with project and organisational requirements 2.7 Follow organisational storage and inventory procedures 2.8 Seek and use feedback from others to improve own skills |
Learning Outcomes
On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.
During this course you will be shown different methods and meterials that will allow you to build a model of your designs. You will work from drawings, mock-ups and CAD/CAM models to fabricate accurate and neatly finished representations of your products.
Details of Learning Activities
In this unit, the students will learn the skills and knowledge required to make three-dimensional (3-D) physical scale models in response to specifications.
Teaching Schedule
Week | Topic | Readings and Activities | Assessment |
Week 1 |
Introduction to course schedules |
Orientation Day |
Project 1 |
Week 2 |
Demo/Theory/Prac | Demonstration and discussion of foam core profile models. Advantages of foam core, how to cut, sand and shape. Use of markers, Letraset and adhesives.Continue with Project 1 | Project 1 |
Week 3 |
Demo/Theory/Prac | Demonstration of foam sculpting. Taking a sketch to foam via the use of cardboard templates? Cutting, shaving and sanding foam. Continue with Project 1, Painting demonstration | Project 1 |
Week 4 |
Demo/Theory/Prac | Demonstration and discussion of foam turning on a lathe or on a drill. Safety set up, dust, direction of rotation, etc. Continue with Project 1 | Project 1 |
Week 5 |
Demo/Theory/Prac |
Continue with Project 1. Encourage surface refinement, accuracy and ergonomic finesse.
|
Projects 1 |
Week 6 |
Pres/Demo/Theory/Prac |
Continue with Project 1 | Project 1 |
Week 7 |
Demo/Theory/Prac |
Project 1 due. Issue Project 2. Resin casting. Demonstration of mold making, casting, examples of previous work and the level of detail expected. Continue with Project 2. |
Project 1 due. Project 2 |
Week 8 |
Demo/Theory/Prac | Continue with Project 2. Detail/graphics demonstration | Project 2 |
Week 9 |
Demo/Theory/Prac | Painting and finishing demonstration. Continue with Project 2 | Project 2 |
Week 10 |
Pres/Demo/Theory/Prac |
Painting and finishing demonstration. Issue and explain Project 3. Upscale Model Project. |
Projects 2 and 3 |
Week 11 |
Demo/Theory/Prac |
Project 2 due. Demonstrate scaling and armature construction. Continue with Project 3. |
Project 2 due. Projects 3 |
Week 12 |
Demo/Theory/Prac |
Demonstrate Apoxie sculpt, mixing, application, smoothing, sanding. Continue with Project 3. |
Projects 3 |
Week 13 |
Pres/Demo/Theory/Prac |
Demonstrate finishing on a lathe, sealing and sanding up to polishing. Project 3 Checkpoint. Continue with Project 3. |
Projects 3 |
Week 14 |
Demo/Theory/Prac | Continue with Project 3. | Projects 3 |
Week 15 |
Demo/Theory/Prac | Continue with Project 3. | Projects 3 |
Week 16 |
Demo/Theory/Prac | Continue with Project 3. Last available class access | Projects 3 |
Week 17 |
Assessment | ASSESSMENT WEEK. ALL WORK SUBMITTED BY DUE DATE, NO CLASS ACCESS AVAILABLE. | Projects 3 Due |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
The assessment context must provide for:
• practical demonstration of skills using required materials, tools and equipment to make scale models for a specific workplace purpose
Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:
• evaluation of scale models made by the candidate
• oral or written questioning to assess knowledge of scale model-making techniques
• review of portfolios of evidence
• third party workplace reports of performance by the candidatethe candidate
Assessment methods should closely reflect workplace demands and the needs of particular groups (eg people with disabilities, and people who may have literacy or numeracy difficulties eg speakers of languages other than English, remote communities and those with
interrupted schooling).
The RMIT student charter summarises your responsibilities as a student as well as those of your teachers. http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf
Assessment Tasks
Task 1
Mock Up Project
Task 2
Resin Cast Project
Assessment Matrix
Task 1
Task 1. Mock-ups You've already rated students with this rubric. Any major changes could affect their assessment results. Task 1. Mock-upsCriteriaRatings
This criterion is linked to a learning outcomeDevelopmental and Backup work Concept sketches of ideas for each mock-up. Assessors will be looking for evidence of care and attention to detail with respect to linework, perspective and ellipses. Are there quick rough mock-ups used to study concepts before starting the final mock-up? Has size, proportion, construction, the use of materials been explored before fabrication of final items?OUTSTANDING | ADVANCED | DEVELOPED | COMPETENT | NOT YET COMPETENT See your teacher about the possibility of resubmitting all of part of this section of the project. | Did Not Submit |
OUTSTANDING | ADVANCED | DEVELOPED | COMPETENT | NOT YET COMPETENT See your teacher about the possibility of resubmitting all of part of this section of the project. | Did Not Submit |
OUTSTANDING | ADVANCED | DEVELOPED | COMPETENT | NOT YET COMPETENT See your teacher about the possibility of resubmitting all of part of this section of the project. | Did Not Submit |
OUTSTANDING | ADVANCED | DEVELOPED | COMPETENT | NOT YET COMPETENT See your teacher about the possibility of resubmitting all of part of this section of the project. | Did Not Su |
Task 2
Criteria for assessment 1. Originality of ideas selected. Development drawings are clear and logical to follow. Original concepts have been suggested, explored and refined. Working drawings show appropriate detail and have been prepared according to drafting conventions. 2. Construction of plug and mold. Accuracy, models have been created with care. Mold has been carefully and efficiently constructed. 3. Cast and finished parts. Cast parts have been cleaned up prior to painting. This means that the finished surface will be free of scratches, cuts, dents or blemishes. Finish on castings. Paint has been carefully applied to the surface and be of a high quality finish. 4. Present model in a professional manner Presentation/packaging. The package will be appropriately sized, protective and accessible.
Other Information
Teaching schedule may vary according to students and task requirements
Information is correct at time of publishing.
Course Overview: Access Course Overview