Year 7 Graphics

Mini Apprentice

Name: Tech Group: Tutor Group: Start Date: Teacher: My level for the previous project was My Target Minimum Level (TML) for

this project is:

I am going to meet this level by achieving the following targets:

1) 2) 3)

1) To understand how to use a ruler to measure accurately in mm’s. 2) To be able to draw simple shapes in isometric (3-D). 3) To understand how a net can be made into a 3-D shape. 4) To know how to show fold lines, glue tabs and cut lines on a net. 5) To understand what information needs to be included on packaging. 6) To be able to use 2-D design to draw out a net design. 7) To understand how CAM can be used to manufacture packaging. 8) To be able to use ICT to enhance the design of a product. 9) I understand how to evaluate the work of others and my own.

10) I understand the basic of colour theory

Level Research Designing Planning Making Evaluating

4C I used several methods to

research the task or

product.

I can sketch a range of de-

sign ideas

I complete a full list of in-

gredients and amounts

I use the tools accurately. I

can mark out my work.

I can discuss what has

gone well in the lesson and

with my product

4B I can write my own speci-

fication for my product

I can label a range of de-

sign ideas

I can produce a clear step-by

- step plan

I consider the presentation of

the finished product when I

am using the tools

I can discuss what can be

improved

4A I can sum up the results of

my research

I can label a range of de-

signs to show the different

parts of my products

My plan records extra infor-

mation as a guide to my

making

I present my work accu-

rately. I weigh accurately

I can discuss how to im-

prove, during the lesson

and my product.

5C I have considered a wide

range of alternative

designs

I can explain why I have

chosen my design ideas

I can list, without help, the

equipment I will use

I can use my plan to make

my products accurately

I can make improvements

to my product as it is

made.

5B I used my research to write

a specification.

I can explain the reasons

for choice in a range of

ideas

I can produce a detailed

manufacture plan that is

detailed enough to use with-

out help

I can use my plan without

support

I can evaluate my product

against the specification

5A I use my research to write

a specification

I can refer to my specifica-

tion when explaining my

designs

My detailed plan is clear to

others using technical

drawings

I know how to change my

product as I make it

I can evaluate my product

against the specification

with detailed feedback.

6C I can produce a clear and

detailed specification

I have tested my idea

against the specification

My plan predicts the time

and tools needed

I chose the correct tools and

made a successful product

I can evaluate how my re-

search helped my design-

ing, planning + making

6B I have looked at existing

products as research for

my design idea

I ask people what they

think about my design

My plan accurately predicts

the time and tools needed

I chose the correct materials

to make a successful product

I can evaluate my product

by testing it

6A I have used the research

from a range of sources to

help me write my

specification

I explain the feedback and

use this to support my

design

My plan accurately predicts

the time and tools needed in

a detailed manner.

I use the correct processes to

make a successful product.

I can evaluate my product

by testing it and suggest

simple changes.

7C I have researched different

ways I can manufacture

my product

My design is made based

on feedback

My time plan takes into ac-

count for unseen problems.

I can explain the changes I

need to make to my plan

during the lesson

I can explain the reasons

for changing my design

Rendering

Drawings are often shaded using pencils or coloured pencils to make them look more realistic.

This is called rendering.

Tones

You can use the same pencil to

achieve different tones—light and dark shading, by

the amount of pres-sure you put on the

pencil. Using a coloured

pencil, shade from light to dark tone in the boxes provided.

Measuring in Millimetres (MM’s)

Test your measuring skills by drawing lines below to the following measurements; 72mm

28mm 43mm 56mm

35mm Now write the length of each of the lines

What does cm stand for?................................. What does mm Stand for?................................ How many mm’s are in a cm?.......................... How many cm’s are in a m?............................. How many mm’s are in a m?............................

On the ruler bellow, put a cross where each of the following meas-urements should go.

80mm, 50mm, 32mm, 45mm, 9mm, 0mm, 61mm, 39mm, 18mm, 72mm

This ruler is not to scale!

Measuring is an important part of DT. We use measuring in all areas of DT in every lesson! Measuring is an important part of marking up your work, whether this is marking up a net in graphics or marking out a shape to cut in metal. In DT we measure in Millimetres. This is because working in millimetres allows us to work in greater accuracy than centimetres. Did you know that every ruler has millimetres on it. They are the small lines between each of the centimetre marks.

Isometric Projection is a method of draw-

ing in 3D. Look at the cube bellow.

The object is always drawn so that you

see it from the leading edge

All the lines which give the drawing

depth are drawn at 30/60 degrees.

There is no use of perspective in this

drawing. All the lines are always parallel

to each other.

Quick Tasks:

1) Mark onto the cube each set of par-

allel lines (There are 3 of them!)

2) Which line is 30 ?

3) Which line is 60 ?

Your turn…

Complete the drawings in this space…… See how many you can

complete!

1

2

3

4

5

6

A net is a flat 2-dimensional shape that can be cut and folded to make a 3-dimensional shape. Below is an example of a net for a box

Task

Have a go at drawing and making this net in

paper.

Instructions

1) Cut an A4 piece of paper in half so you

have two A5 piece of paper.

2) Label them “Top” and “Bottom”

Top

3) Measure 19mm from the edge for each

side.

4) Draw a little wedge in the squares which

appear at the edges of the paper.

5) Cut the wedges out

6) Fold the paper along the fold lines and

crease with a ruler to get a sharp fold.

Bottom

7) Measure 20mm from the edge for each

side.

8) Repeat steps 4, 5 + 6 as above.

9) Glue the glue tabs to the sides and test

the fit!

20 19

19 20

Bottom of the box

Top of the box

Quick Tasks

What do the dotted lines mean?....................................................... What do the Sold lines mean?.......................................................... Shade the glue tabs in grey.

X

I point perspective is a great method for drawing 3d text. It can really make the graph-ics on your packaging stand out from others

on the shelves. Here are some great examples of perspec-

tive in use on the front cover of comics.

X

For example

Task — Draw a 1 point perspective drawing of your name here

The three primary colours are:

1) 2)

3) The three secondary colours are:

1) 2) 3)

The three complementary pairs are: 1) 2) 3)

The Colour

Wheel

There are three basic colours which make up the colour wheel. These

are called the ‘Primary colours. They are Red, blue and Yellow and they

go in the outer ring. When mixed in the correct pairs these primary

colours make the Secondary colours..