Year
2024Credit points
10Campus offering
Prerequisites
TECH105 Design Principles
Unit rationale, description and aim
Knowledge of the properties of metal materials and the ability to apply that knowledge confidently to the safe design, production and critical evaluation of products made from metal are valued in professional contexts that relate to product design. This unit also contributes to an accredited sequence of industrial technologies units that is recognised by state-based Initial Teacher Education standards authorities (NESA, VIT and QCT) and aligns with the Australian Curriculum: Design and Technologies.
In this unit, students will learn to identify, select and evaluate principles, properties and performance characteristics of metal materials and their suitability for design applications. The unit will also develop competence in the selection and safe use of appropriate metal manufacturing techniques and equipment.
The aim of this unit is for students to explore a range of metal design and manufacturing technologies and apply these skills and knowledge to their own designs.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Define and describe principles of design in metal technologies | GC1, GC2, GC9, GC11 |
| LO2 | Select and use a range of materials, tools and equipment competently and safely in the design and manufacture of metal products | GC1, GC2, GC3, GC8, GC9 |
| LO3 | Interpret and apply principles of design in metal technologies using diagrammatic, graphic and text-based conventions | GC1, GC2, GC9, GC10, GC11 |
| LO4 | Evaluate designed products and iterative design processes utilising principles of design in metal with consideration of social, ethical and sustainability impacts | GC1, GC2, GC3, GC6, GC7, GC9, GC11 |
Content
Design Issues
- classification, structure and properties of metals
- analysis of properties and performance characteristics of metals
- selection criteria for the use of metals
- designing with metals
- case studies and examples from small-scale workshops to industry
- sustainability issues in metal
- Environmental Sustainability Charter (ESC) for steel
- Sustainability strategies suitable for other metals and metal products
- Analysis of design issues specific to metal
- Critiquing of existing metal products in terms of their ability to address user/s needs, and their impact (social, ethical and sustainability)
- Analysis of quality attributes specific to metal design
- Computer aided design in metal
- Computer aided manufacturing in metal
- Sourcing and processing of metals
- production techniques and processes and their impact on design
- production planning methods
- emerging and innovative metal technologies
Graphics and design communication techniques for Metal and Industrial Design
- AS100 drawing standards
- freehand drawing
- rendering techniques
- workshop drawings – detail and assembly
- solid geometry
- developments and templates
- design communication techniques and conventions specific to Metal Design
Product making
- measuring and marking out tools and techniques
- cutting, shaping and joining techniques
- finishing techniques
- hand and machine tools
- equipment maintenance
WHS
- Workplace health and safety and safe working environments
- Risk assessment and management processes
- Safe Operating Procedures
- Development of Safe Work Management Statements
Design and manufacture projects using metals as the primary material
- planning and project management of metal-based design projects
- design and manufacture of metal-based design projects
Technologies Workshop Safety
- Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to Metal technologies
Learning and teaching strategy and rationale
A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of metal design and design theory through interactive lectures. Concepts are discussed and broadened through analysis of specific case studies and further informed by independent research during the development of design projects. In practical workshops, students design, manufacture and evaluate metal products. Design thinking skills in metal are introduced through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for the design, development and documentation of metal material products in technologies. Students develop solutions to metal design problems using a design thinking methodology, developing conceptual knowledge in metal alongside procedural knowledge of metal material and manufacturing technologies through practical design projects. Students design, manufacture, communicate and evaluate items using principles of metal design. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to practice design thinking and problem-solving in technologies contexts using metal materials.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
Assessment strategy and rationale
The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed at critical points in the students’ learning. Theoretical conceptual knowledge and practical skills-based knowledge are developed simultaneously in that acquisition and assimilation of knowledge develops during application in design practices. Initially, students acquire knowledge in metal by undertaking research and developing a report on key concepts introduced in the lecture and develop skills in design and manufacture through practical workshop classes. Safe work practices are introduced in workshops and assessed through a hurdle task. Practical workshops provide opportunities for formative assessment which supports the assimilation of knowledge. The summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) competencies holistically using an integrated approach common in design education which focuses on the assessment of an entire design activity rather than specific elements in isolation. In this unit, the method aims to assess students’ achievement of a synthesis between design theory and practice in metal. Therefore, the main assessment method used is design projects which include two components, a design documentation folio and a designed and manufactured product or products. Folios document students' design processes and include evidence of identifying and defining a need, research, ideation, prototyping, iteration, critical evaluation and risk assessment.
A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. Such procedures may include online safety modules, reports, examinations, tutorial exercises, practical design projects with folios and an examination. Assessment tasks will address all learning outcomes as well as relevant graduate attributes.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Hurdle Task: OnGuard WHS online safety training and testing record and practical demonstration of competency. | Pass/Fail | LO2 |
Assessment Task 1: Metal design project 1 Requires students to demonstrate the application of their developing design and production skills and knowledge. | 30% | LO1, LO2 |
Assessment Task 2: Metal design project 2 Requires students to demonstrate developed knowledge, fabrication skills, and application of design thinking, including research, drawing, analysis/evaluation and communication skills. | 40% | LO2, LO3, LO4 |
Assessment Task 3: Examination Requires students to demonstrate their understanding of the relationship between theory and practice, including terminology, specifications, concepts and principles in relation to metal design, manufacture and finishing. | 30% | LO1, LO2, LO3, LO4 |
Representative texts and references
Black, J., Kohser, R., & DeGarmo, E. (2018). DeGarmo's materials and processes in manufacturing (12th ed.). Hoboken, NJ: John Wiley & Sons.
Bohnart, E. (2018). Welding: Principles and practices (5th ed.). New York, NY: McGraw-Hill Education.
Brambatti, M., Vinci, C., & Possamai, A. (2018). Jewellery illustration and design: From technical drawing to professional rendering. Barcelona, Spain: Promopress.
Groche, P., Bruder, E., & Gramlich, S. (2017). Manufacturing integrated design sheet metal product and process innovation. Cham: Springer International Publishing.
Groover, M. (2019). Fundamentals of modern manufacturing: Materials, processes and systems. New York, NY: John Wiley & Sons.
Higgins, R. A., & Bolton, W. (2015). Materials for engineers and technicians (6th ed.). London: Routledge.
Jawalkar, C. S. (2016). Introduction to basic manufacturing. Oxford, England: Alpha Science International.
Lal, G., Gupta, V., & Reddy, N. (2005). Fundamentals of design and manufacturing. Harrow, UK: Alpha Science.
Maekawa, K., Obikawa, T., Yamane, Y., & Childs, T. (2000). Metal machining theory and applications. Burlington: Elsevier Science.
McGrath, J. (2007). The complete jewellery making course. Hauppauge, NY: Barron's.