Unit 7 techniques for graphic representation

UNIT 7.- GRAPHIC EXPRESSION AND COMMUNICATION

Subject: TECHNOLOGY Teacher: MERCEDES RUBIO

ORTEGA

Title of the Unit : TECHNIQUES FOR GRAPHIC REPRESENTATION Course /

Level: 1st ESO

Learning

outcomes

/ Evaluation

criteria

1. To be able to communicate technique ideas using codes in the

drawing in order to transmit a clear information.

2. To know how to use the basic and necessary drawing tools and

instruments for making different accurate geometric traces.

3. To draw sketches and diagrams of objects.

4. To distinguish different types of views and perspectives of an

object depending on the needs of its representation.

5. To use types of lines and scales, understanding the importance

of each concept.

Language English

Subject Technology

Timing /

Sessions

10 Sessions.

Subject

Content

1.- Mediums, instruments and equipment for drawing and measuring

2.- Sketches, diagrams and technical drawings.

3.- Measuring lengths. Rules and dimensions.

3.- Standardization. Formats, borders and title blocks.

4.- Views of an object. Dihedral views. Perspective.

5.- Scale.


LANGUAGE CONTENT / COMMUNICATION V

ocab

ula

ry

Section

Nouns Verbs

Adjectives

Perspective Angle, axis, depth,

diagram, distance,

drawing, edge,

freehand, inclined

plane, measurement,

object, projection

plane

Appear, consist

of, depend on,

design, draw,

project, reduce,

represent, use,

vary

Cavalier,

conical,

disrtorted,

fixed, inclined,

isometric,

perpendicular,

realistic,

separated,

variable

Drawing in

perspective from

an object´s

known

viewpoints

Composition, depth

line, dimensions,

elevation, front view,

plan, profile,

projection plane,

segment, side view,

size, surface, trihedral

plane, vertex/vertices,

viewpoint

Correspond to,

check, create,

erase, locate,

remain, review,

sculpt, section,

to design

Corresponding,

dotted,

horizontal,

maximum,

original,

parallel,

principal,

rectangular,

vertical.

Standardization

and annotation

Annotation, arrow,

axis of symmetry,

cross-section, cut line

axis, dimension line,

full stop, height,

hidden edge, function,

limit, plane,

properties, reference

line, rules, scale,

symbol, width

Contain, cross,

cut through,

dimension,

ensure,

express,

extend,

indicate, relate

to, separate,

situate

Auxiliary,

enlarging, fine,

full-size,

graphic,

horizontal,

inside, outside,

perpendicular,

reducing,

smaller

standard, thick

Measuring

instruments

Carpenter´s ruler,

compass, decimal

place, division,

micrometer, precision,

space,

Measure, read

off, rotate

Common,

curved, precise


Str

uctu

res

1. Modal verb can: We can use different tools and instruments to

measure the dimensions and the position of an object.

2. Present simple: Cavalier perspective consists of two perpendicular

axes and a third axis with an angle that is variable in relation to the

other two.

3. Passive voice: The three axes are separated by the same angle of

120o.

4. Imperatives: Look at the object in the box below.

5. Comparatives: We usually draw objects much bigger or much

smaller, than the space we have available to draw them.

6. Infinitive of purpose: They are used to ensure common

understanding and implementation of graphic expressions.

7. Prepositions of place: Numbers are above horizontal lines and left

of vertical lines.

8. Modal verb must: Dimension lines must be finer than the edges of

the objects.

9. MORE EXAMPLES OF THESE STRUCTURES:

Describing lines and angles

“the lines…” are parallel”, “are perpendicular”, “form a 30o angle”,

etc.

The angle is…”: acute,””obtuse” ,”a right angle”,”180o”, etc

Describing shapes

“The view is…”: triangular, square, rectangular, rhomboid, etc...

Describing drawings

“The drawing…” is a freehand drawing,” “has been gone over in

pen”, is in proportion”, “is to scale”, “show dimensions”…

Laying out views

“the view must be placed…”: at the bottom..”, “at the top of…”,

“on the right of…” on the left of…”

Classroom management

-Who wants to go out to the blackboard?... Can I go out to the

blackboard to correct the exercise?

-Open your book at page… Which page, please? Could you repeat

the number of the page, please?

Discourse

type

With a partner, they must try to work out the meaning of different

elements and then draw their own plan of the objects following the

instructions from their partners. Create documents about a great and

intellectual artist who was way ahead of his time. Description in a

document of at least four ideas that they have learned with a video, for

example: They go to www.youtube.com and type “how to draw curves

like an architect” in the search box. After watching a video they must

sum up the main ideas.

Language

skills

Reading (the different steps and instructions of each exercise)

Listening to different sentences in order to write down the missing word

or words in their notebooks). Online activities in which they have to listen

dialogues in order to answer questions.

http://www.youtube.com/


Speaking (given opinions and sharing information with their partners)

Contextual

(cultural)

element

Difference ways of communication between prehistoric cave painting,

renaissance perspective… and the information through digitally altered

formats.

Cognitive

(thinking)

processes

-Graphic expressions

- Human beings expressing ideas through graphic representation.

- Graphic materials and drawing tools.

- Different types of lines which are used on a technical drawing to

represent different things.

-How our perception of an object depends on which viewpoint we look at

it from.

- computer- Assisted design (CAD)

(a) Task(s) Videos about using of different drawing tools. (how to use set

squares, compasses , protractors)

jigsaws about “main views of an objec t”

Webquest about scales.

Videos and questions about parallel and perpendicular lines

Videos and questions about “main views of several objects”

(b)

Activities

True or false sentences

Discussion about positions of views of an object

Filling gaps in a test

Flashcards.

Methodology

Organization

and class

distribution

/ timing

FIRST SESSION: INTRODUCTION.

How human beings expressed ideas through graphic

representation, from cave paintings to computer-generated plans.

Graphic materials and measuring tools.

SECOND SESSION:

o Tools for drawing lines (parallel and perpendicular lines)

o How to draw straight lines and angles.

o Video about how we must use the set squares.


THIRD SESSION: PRACTISING THE NEW VOCABULARY

o Show a set of flashcards and ask them to write the ones

they remember.

o Matching between definitions and images

o Fill in a chart about the new vocabulary and doing

exercises.

o Check in what they know.

FOURTH SESSION: SKETCHES, DIAGRAMS AND TECHNICAL

DRAWINGS

o Look at a video about the difference between these types

of drawing. Decide what type of drawing is the best one for

each situation.

o Listen to the teacher describing a sketch, diagram or

technical drawing and discuss with the other students the

type of them.

o Types of lines.

o Dimensions. Making measurements of length and

converting the units.

FIFTH SESSION: VIEWS OF AN OBJECT and DIHEDRAL SYSTEM

o Look at presentations, videos in order to learn the main

views of an object.

o Show the main views using a common object (for example

an eraser or the blackboard eraser) and draw the main

views of it.

SIXTH SESSION: VIEWS OF AN OBJECT II

o Jigsaw about objects and main views.

o TEST about main views of an object.

SEVENTH SESSION: SCALES

o Definition. Types of scales.

o Exercises about scales. Making sentences to explain the

solution of each problem.

o Test about scales.


EIGHTH SESSION: MAKING A SIMPLE MODEL

o Build a three dimensional model and a trihedral plane

o Practice the main views and draw them.

o Work in pairs to ask questions (about the new vocabulary

and expressions) given by the teacher. Change roles and

repeat the questions in a different order.

NINENTH SESSION: DOUBTS AND CHECK THE

UNDERSTANDING OF EACH CONTENTS.

Resources /

Materials

Internet resources: videos, webquests, crosswords.

Key

Competences

Evaluation

(criteria and

instruments)

ASSESMENT WORKSHEET ABOUT TECHNICAL DRAWING

EXAM ABOUT ALL THE KWOLEDGES LEARNED IN THIS UNIT.


Feel free to use this template. Thanks for attributing the source.

A first sample of this template has been published at:

Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología

AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de

lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-

Universidad de Córdoba.171-180.

It is mainly based on the hands-on experience at designing units and on conversations

with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into

account. This theory has been shown in various publications, such as: Coyle, D., Hood, P.

and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University

Press.


FIRST SESSION: INTRODUCTION TO GRAPHIC EXPRESSION AND COMMUNICATION

It’s true – a picture is worth a thousand words – and even better, a metaphor is

worth 1000 pictures.

USEFUL LANGUAGE

WHAT DO YOU THINK ABOUT THESE STATEMENTS? ARE TRUE OR FALSE?

I can´t believe this because……………

In my opinion…………………………..

I quite agree…..

That´s why I think, too.

I see what it means, but……………………..

I don´t agree at all.


Watching the images, students should describe people and the way of communication:

How did they communicate their ideas?

Explain some differences between the people in the image and two people today.

Why do you think drawing materials were invented?

Talk in small groups and give examples of objects that can perform the function of drawing.

After that, complete the following diagram.

https://bubbl.us/

What is on

his mind?

https://bubbl.us/


GRAPHIC MATERIALS AND MEASURING TOOLS

POWERPOINT ABOUT DRAWING MATERIALS

http://www.slideshare.net/hebergf/drawing-appied-to-technology-1-eso

New vocabulary is introduced using attractive photographs and flashcards about the drawing material.

http://quizlet.com/58808648/drawing-tools-flash-cards/

PRACTICE WHAT YOU KNOW:

http://www.slideshare.net/hebergf/drawing-appied-to-technology-1-eso

http://quizlet.com/58808648/drawing-tools-flash-cards/



SECOND SESSION: Tools for drawing lines (parallel and perpendicular lines)

SPEAKING ACTIVITY:


USEFUL LANGUAGE

I THINK ___________ROAD IS (PARALLEL/PERPENDICULAR) TO ____________ROAD.

IF YOU COMPARE __________AND ________YOU CAN SEE THAT __________


LOOK AT THE FOLLOWING POWERPOINT ABOUT HOW TO USE SET SQUARES.

http://iesdiegotorrentebilingles.blogspot.com.es/2013/09/technical-drawing.html

USING YOUR SET SQUARES, TRACE LINES FOLLOWING THE ARROWS.

http://iesdiegotorrentebilingles.blogspot.com.es/2013/09/technical-drawing.html


THIRD SESSION: PRACTISING THE NEW VOCABULARY

3.- In your exercise book, write these grades of pencils in order from the softest to the hardest.

H, 3H, 5H, HB, 6B, 3H


4.- Complete the sentences:

a) Drawing pencils can be classified into two types:_____________and______________(It is according

to how hard they are).

b) In Technical drawing, we use ______________________________pencils.

c) The hardest pencil is _______________, and the softest is________________.

d) Hard pencils are identified by the letter ____. Soft pencils are identified by the letter _____.

5.- Match each adjective to the word that means the opposite.

Thick Soft

High Small

Big Thin

Hard low

6.- Write true or false .

A1 format is the biggest format of the DIN A SERIES.

A5 format is bigger than the A4 format.

A3 format is half the size of the A4 format.

A1 format is twice as big as the A2 format.

7.- Match each word or phrase to the correct definition.

Set square We use it to measure angles

Ruler We use it to draw parallel and perpendicular lines

Compasses We use it to draw arcs and circumferences

Protractor We use it to measure lines


FOURTH SESSION: SKETCHES, DIAGRAMS AND TECHNICAL DRAWINGS

Game: A pupil will go to the blackboard in order to follow the teacher´s

instructions. He is going to communicate an idea of different ways in order to

be understood by his partners.

Examples:

1.- Draw a diagram of your pencil case.

2.- Draw a sketch of a toy car made of wood.

3.- Draw your ideal bedroom. Include details of measurements.

USEFUL LANGUAGE

We draw a sketch freehand, without a ruler.

We use diagrams to show the measurements of the object.

We make technical drawing to give an exact picture.

FILL IN THE STEPS WE MUST FOLLOW TO MAKE A PLAN:

Write the name of each step and its description.

USEFUL LANGUAGE

-FIRST OF ALL….

-THE…..

-NEXT….

-AFTERWARDS….

-LATER….

-AND FINALLY


MAKING MEASUREMENTS OF LENGTH AND CONVERTING UNITS

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/077.pdf

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/077.pdf


FIFTH AND SIXTH SESSIONS: VIEWS OF AN OBJECT AND DIHEDRAL SYSTEM

PAY ATTENTION TO THE FOLLOWING TUTORIAL ABOUT VIEWS OF AN OBJECT

LOOK AT PRESENTATIONS AND VIDEOS IN ORDER TO LEARN THE MAIN VIEWS OF AN OBJECT AND

HOW THEY MUST BE LAYOUT.http://iesdiegotorrentebilingles.blogspot.com.es/2013/10/vistas-de-un-

objeto.html

To practice at home:

http://auladetecnologias.blogspot.com.es/2013/11/udanimada.html

http://auladetecnologias.blogspot.com.es/2010/02/practicamos-las-vistas-con-youtube.html

http://www.tecno12-18.com/eng/mud/view3d1/view3d1.asp

http://iesdiegotorrentebilingles.blogspot.com.es/2013/10/vistas-de-un-objeto.html

http://iesdiegotorrentebilingles.blogspot.com.es/2013/10/vistas-de-un-objeto.html

http://auladetecnologias.blogspot.com.es/2013/11/udanimada.html

http://auladetecnologias.blogspot.com.es/2010/02/practicamos-las-vistas-con-youtube.html

http://www.tecno12-18.com/eng/mud/view3d1/view3d1.asp


Look at the following objects and draw the main views of each one. The RED arrow shows you where

you are:

Discuss in pairs. Think about the main views if the arrow is changed of its position.


In groups of 2, make and answer the following TEST about the views of an

object

FIGURE ONE

FIGURE TWO

FIGURE FOUR

FIGURE FIVE

FIGURE THREE FIGURE SIX


1.- Where can we find the front view of the figure number______?

2.- Where can we find the side view of the figure number ________?

3.- Where can we find the overhead view of the figure number____?

USEFUL LANGUAGE TO ANSWER THESE QUESTIONS

The __________view of figure number_____ is placed…….

At the top….

At the bottom…

On the right….

On the left…

In the middle…

It is due to….

SEVENTH SESION: SCALES

SCALES ACTIVITIES 1. How far are two cities that are 40 centimetres away on a map with a scale of 1:500.000? Write the result in Kilometres. 2. How many real kilometres are 15 centimetres on a map with a scale of 1:50.000? 3. Two points are 20 centimetres away on a map with a scale of 1:20.000. How far are those points on a map with a scale of 1:40.000? 4. If the real distance between Infantes and Villahermosa is 14 kilometres. How far are these towns on a map with a scale of 1:10.000? 5. A real distance of 200 metres represents 5 centimetres on a plan. Which is the scale of the plan? 6. We want to draw a small screw in a DIN-A4 format (length = 25 aproximately). If the real length of the screw is 5 millimetres. Which scale would we use? 7.- Calculate which scale must be used on a map so that the real distance between Infantes and Granada, which is 240 kilometres far, equals 12 centimetres on the map.


8.-Draw, in your notebook, the next figure applying scales 1:1, 2:1 and 1:2. You

have to use the ruler to do straight lines.

USEFUL LANGUAGE

MAKE A SENTENCE TO EXPRESS THE SOLUTION OF EACH

PROBLEM

It means that ___________cm in the drawing is _______cm in the reality.

It means that the drawing is ________times (bigger/smaller) than

the real object.

It means that the real object is ________times (bigger/smaller) than its drawing.

It means that _________________is _________cm long/tall…

The drawing is twice as big as the real object.

It is a (reduced/enlarged/full) scale.


PROYECTION ABOUT SCALES. TEST

http://www.tecno12-18.com/eng/mud/scale1/test/test.asp

http://www.tecno12-18.com/eng/mud/scale1/test/test.asp



EIGTHTH SESSION: MAKING A SIMPLE MODEL

The students can paint each view in different colours to get a best understanding.

Work in pairs to ask the following questions:

&

Each student must take a role and then change:

1.- What type of pencil have you used to draw your model?

2.- What kind of drawing tools have you used to make the

model?

3.- Have you done any previous sketch to make it? Why?

4.- How many cuts do you need to do?

5.- How many edges do you need to stick together in each part?

6.- How is the front/side/overhead view of your model taking

account a fixed position?

7.- What kind of scales can you use to draw the different views?

8.- Could you show me two parallel edges?

9.- Could you show me two perpendicular edges?


WHAT I HAVE LEARNED. (SELF ASSESSMENT)

I CAN…

Use properly vocabulary about TECHNICAL

DRAWING YES NO NOT YET

Draw parallel and perpendicular lines using set

squares YES NO NOT YET

Understand texts about DRAWING MATERIALS YES NO NOT YET

Describe images and pictures about DRAWING

TOOLS YES NO NOT YET

Describe an object after analyzing a picture or

watching a video about technical drawing YES NO NOT YET

Participate in a role play YES NO NOT YET

Distinguish a FRONT/SIDE/OVERHEAD VIEW of an

object YES NO NOT YET

Distinguish a type o scale YES NO NOT YET

Draw the views of an object YES NO NOT YET

I KNOW…

How measure lines YES NO NOT YET

How measure arcs YES NO NOT YET

How to convert units of a measurement YES NO NOT YET

What is a dihedral system YES NO NOT YET

Draw an object to a reduced/ enlarged or full scale YES NO NOT YET

How to use a technical vocabulary to give reasons

about drawing YES NO NOT YET

How to layout the views of an object YES NO NOT YET

The difference between technical and artistic

drawing YES NO NOT YET

Education

Unit 7 techniques for graphic representation