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  4. Specifications for a new classroom

2.1 Specifications for a new classroom

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Focus task E

1. A 1:500 scale drawing, shows a wall to be 10 mm long. How long will the wall be in the real building?

2. You have to show a window of 2 m wide on a 1:100 scale drawing. How wide will the window measure on your drawing?

LO 1.9

Assessment

Learning outcomes(LOs)
LO 1
TECHNOLOGICAL PROCESSES AND SKILLS The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology.
Assessment standards(ASs)
We know this when the learner:
investigates:1.2 analyses existing products relevant to an identified problem, need or opportunity based on:
  • safety;
  • suitability of materials;
  • fitness for purpose;
  • cost;
  • manufacturing method;
designs:1.5 writes or communicates a short and clear statement or a design brief for the development of a product or system related to a context, problem, need or opportunity that has been identified by self;
1.6 lists product specifications and design specifications and constraints for a solution to an identified problem, need or opportunity based on all of the design key words listed below:
  • people, age, target market, human rights, access;
  • purpose, function, what the product will do;
  • appearance and aesthetics: form, colour, shape, feel;
  • environment: where product will be used or made, impact on the environment in the long and short term;
  • safety: for users and manufacturers;
  • cost: cost of materials, wastage, cost of manufacture, maximum selling price;
  • ergonomics;
  • quality;
  • production;
1.7 generates a range of possible solutions that are significantly different from each other, and that show clear links to the design brief and specifications and constraints;
1.8 chooses possible solutions based on well-reasoned argument related to the specifications and personal opinions, and develops a chosen idea using graphics;
makes:1.9 develops plans for making that include all of the following:
  • resource lists (e.g. materials lists, tools, people, cost);
  • formal drawings showing dimensions or quantities (e.g. orthographic, oblique or isometric views, sequence drawings, exploded views);
  • manufacturing sequence;
1.10 chooses and uses appropriate tools and materials to make designed products with precision and control by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing a range of materials accurately and efficiently;
1.11 uses measuring and checking procedures while making to monitor quality and changes, and adapts designs in response to practical difficulties encountered when making the products;
1.12 demonstrates knowledge and understanding of safe working practices and efficient use of materials and tools;
evaluates:1.13 evaluates the product or system based on self-generated objective criteria linked directly to the design brief, specifications and constraints using self-designed procedures (e.g. surveys, questionnaires, testing procedures) for self-testing, and suggests sensible improvements or modifications that would clearly result in a more effective or higher-quality end product.

Memorandum

ACTIVITY 1

  • Learners are expected to work in groups of 2 to 4. It will be necessary for the learners to go to the site where they plan to build the new classroom. They must do an analysis of the new site. This analysis will be evident in focus task C. They can take paper to the site to make notes and write down measurements (measure your steps: 1 step = 1 metre). The learners must then use this data to produce a formal sketch of the site in class (Focus task C).
  • They must also write their own design brief and specifications for their classroom in Focus task C. The brief must be something simple, like Design a new classroom for the new grade 8’s.
  • The specifications must be the requirements for an ordinary classroom, including the following:
  • the size - 40 learners must fit in comfortably
  • ventilation
  • lighting (electric and natural)
  • materials
  • number of desks
  • shape of classroom
  • blackboard?
  • doors, etc.
  • The learner is forced to do research in Focus task D. They must gather data through a questionnaire and must present this data in the form of a graph. If you have computers available this presentation can be done in programmes such as Excel and PowerPoint.
  • The ideas must be 3 dimensional in the form of oblique or isometric. Use the grid paper provided. The learners can place a clear sheet of paper on top of the grid so that they can use the grid over and over again.
  • The following focus tasks all involve graphical communication. It is important to emphasise neatness and tidiness when it comes to formal drawings. If you have examples of block plans, house plans or even the plan of the school available, it will help learners to comprehend what it is all about. The concept of scale is always confusing and must be explained with care.
  • Focus task H and I must be done thoroughly. The attached example will indicate to you what the desirable outcome must be. If you do not have any background on orthographic drawings it is advisable to use a woodwork textbook or even ask the woodwork or technical drawing educator on this issue.
  • This module allows learners to design a classroom in many ways and through different graphical methods. Although the group produces only one scale model, every group member must have his own portfolio. In the end their final idea must be realistic so that they can make a scale model from cardboard. Cardboard is very easy to use, since you only need tools like safety rulers, cutting knives, glue and scissors. The learners can leave the roof or just part of it open to show their layout on the inside. It is advisable that the learners plan their manufacturing by producing a flow chart of the manufacturing process.
  • Since the learners are all familiar with classrooms they are the best persons to use for evaluating the final products. This evaluation can be done in the form of a presentation – just like an architect will sell his plans to a company.
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Source:  OpenStax, Technology grade 9. OpenStax CNX. Sep 15, 2009 Download for free at http://cnx.org/content/col11071/1.1
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