TEACHING PRACTICE SCHEME OF WORK (2013-2014)

DTE Student N!e " ID N#$ %&'t( )*d#n G002+,-,,

.................................$$
Subject: Design and Communication
Graphics
List of Topics: solids in contact
Pupil Year Group: 5th year o! of Pupils:
o! of Lessons: " # "$ Length %f Lessons: one double &'(
minutes)
*nd t+o singles &,( minutes)
Date: (, # (, # -(", Time of Lesson
"! ST*T./.T %0 T1. P2P3LS4 P5.63%2S *D S73LLS
Students +ho ha8e completed the junior cycle course +ill ha8e 9no+ledge of plane and
descripti8e geometry ! Through the students study of orthographic projection students
+ill ha8e gained the follo+ing: accurate 8isuali;ation of objects +hich +ill enable them
to represent a t+o# dimensional or three dimensional object onto a plane< plane of
reference< sectional 8ie+s< solids in contact< inclined solid objects< rotation of a solid
objects< true lengths< true shapes< the surface de8elopment of a right cones and frusta!
Students should also be familiar +ith geometric transformation and gained 9no+ledge of
the follo+ing enlargement and reduction< parallel projection< rotation< translation and
reflection! Students +ill also ha8e completed freehand dra+ing s9etching techni=ues as

follo+s: shading and te>ting< design s9etching< t+o and three#dimensional graphical
representation! 3 +ill 9eep in mind that the ability le8el of this class could be mi>ed! *s
the majority of the class may ha8e completed the course of Technical Graphics at ?unior
Certificate le8el! @ut some students may ha8e decided to ta9e up this subject after
completing transition year!
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3 ha8e decided that the best +ay to facilitate the students during this subject +ould be to
begin at the 8ery beginning +ith the basics of the subject! .8en though some of the
students +ill already be familiar +ith these basics +e feel that it is 8ery important that 3
ensure e8eryone is at the same le8el +hen +e mo8e onto the more complicated area of
solids in contact! 3 +ill ho+e8er not ha8e any of the students that are capable of
completing the basics been left sitting around the class doing nothing as the rest of the
class catch up< 3 +ill ha8e =uestions prepared on handouts to distribute once 3 am sure the
students are ready to mo8e on! 3 decided to base the start to this topic at a ?unior
Certificate le8el< this +ill introduce the ne+ students to the topic +hile also refresh the
other students memories! This +ill co8er the concept of locating points of contact on a
gi8en object in plan< end 8ie+ and ele8ation< the concept of locating the points of contact
bet+een t+o objects in mutual contact and the procedure of inserting a third object into a
dra+ing +here students +ere gi8en the position of t+o objects! 3 also aim to incorporate
student centred acti8ities by getting students to collaborate +hen conducting e>periments!
B! *3/S
The aims of this scheme are to

.stablish a functional and appropriate teacher# students +or9ing relationship!
De8elop students 9inesthetic dra+ing s9ills!
3nitiate solid in contact to students +ith abstract situation and also by
incorporating real life e>amples!
Stimulate students creati8e imagination by de8eloping their 8iso#spaial abilities!
5e8ise the student4s 9no+ledge of points on a solid< locating these points in the
different 8ie+s!
Progress the students 9no+ledge of locating points of contact bet+een t+o or
more solids in mutual contact!
.nhance the students 8isual perception of solids in contact< for e>ample been
able to con8ey a -#D dra+ing into a B#D dra+ing!
3nduce an appreciation +ithin students of the necessity of communicating
information graphically!
Con8erse to students that au>iliary 8ie+s may be ta9en to locate points of
contacts or true locations of objects!
.nable the students to find a third object +hen gi8en a fi>ed location of t+o solids
and three criteria of the third solid!
3ntroduce students to the method of loci< i!e! locating a solids position +hen gi8en
t+o criteria!
.stablish the idea of planes for e>ample: obli=ue planes< inclined planes< 8ertical
planes and hori;ontal planes!
.mphasi;e the relationship of plane geometry +ith solids in contact< the result
been tangential planes!
.nsure students can complete all the abo8e aims< to a high standard in an e>am
situation! 3!e! a Lea8ing Certificate higher le8el =uestion in forty minutes!
3nsist on the completion of neat and accurate dra+ings and graphical solutions
according to recogni;ed standards< con8ention and illustration techni=ues!

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CThe L%s correspond to the aims abo8e< brea9ing them do+n into smaller tas9sD
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At t(e end #3 t(/2 21(e!e t(e 2tudent2
4/'' 5e en5'ed t#.
Demonstrate 9inesthetic s9ills
re=uired to effecti8ely use 8arious
dra+ing e=uipment!
Construct a dra+ing of a solid
indicating a gi8en point in: plan<
ele8ation and end 8ie+!
Specify on their dra+ings< in all
8ie+s the points of contact bet+een
the solids!
S9etch the =uestion they are about
to complete in B#D form before
underta9ing the =uestion! *lso
s9etch the =uestion in -#D to ensure
they ha8e enough 9no+ledge to
complete the =uestion!
Decide if an au>iliary 8ie+ is
re=uired to complete an aspect of a
=uestion!
5ecogni;e +hen the loci method is
needed to obtain the third solid!
List the characteristics of the
A22e22!ent #3 )O2
%bser8e students using the
e=uipment!
.>amining the dra+ings the
students complete that incorporates
this e>ercise!
*ll dra+ings that the students
complete on the topic of solids in
contact +ill sho+ all points of
contact!
3n e8ery lesson students +ill be
as9ed to dra+ both a B#D and a -#D
s9etch of the =uestion before
underta9ing the =uestion!
2se higher order =uestioning on the
students to establish +hat method is
re=uired to sol8e the =uestion!
2se higher order =uestioning on the
students to establish +hat method is
re=uired to sol8e the =uestion:
students should be able to say if the

indi8idual planes!
Produce neat and accurate dra+ings
+ith a graphical solution to
recogni;ed standards!
loci method is necessary!
Euestioning the students on their
9no+ledge of planes as they
complete 8arious =uestions that
in8ol8e loci!
*ppraising and rating students +or9
according to recogni;ed standards!
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To impro8e numeracy and literacy s9ills 3 decided to incorporate numeracy and literacy
s9ills into +or9 sheets< e>ercises and other classroom acti8ities!
Li9e+ise technical graphics also incorporates a large area of numeracy topics< addition<
subtraction and scaling! 3 +ould also collaborate +ith the mathematics teacher so he or
she can co8er topics relating to the maths class! This +ill assist students understanding
and assist students to apply it to technical graphics!
F! D300.5.T3*T3% ST5*T.GY
The class consists of students +ith mi>ed ability and gender differentiation! So to address
this 3 +ould establish an in depth analysis of each indi8idual students pre8ious 9no+ledge
and s9ill! 3 +ould put the +ea9er students +or9ing +ith students +ho ha8e a better
9no+ledge of the subject so they could share 9no+ledge!
*lso by brea9ing do+n the higher order tas9s into simple steps!
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3nsert your mind map here: a 8isual o8er8ie+ of the full scheme
0or free min mapping soft+are see +++!thin9bu;an!com!
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"
"
double
3ntroduce the topic and ne+
teacher
5ecap of descripti8e
geometry!
5e8ision of solids in
contact!
5e8ision of locating points
on a solid surface!
*cti8ity highlighting the
importance of hidden
linesH8isual perception of
solids in contact!
1ome+or9 handouts on
locating points on a solid!
*nimated po+er
point
Plane board
/odel of cone<
sphere< cylinder
Chal9H+hiteboard
mar9ers!
List of =uestions!
Euestions in Po+er
point< on locating a
point on a solid in
plan< end 8ie+ and
ele8ation!
/odel of locating a
point p in plan
ele8ation and end
8ie+!
1ome+or9 handout!
" -
single 3ntroduce the points of
contact
Locating points of contact
on a gi8en solid!
Collect home+or9
*nimated po+er
point
Te>tboo9
Points of contact
+or9sheet!

B
single
5otating a sphere into position
in plan
Locating point of contact
bet+een t+o solids!
Page 'F bottom =uestion in
*ndersons boo9 "
2sing an au>iliary to get the
true location of point p
Gor9sheet =uestion
*nimated po+er
point!
/odels
Te>t boo9
-
,
Double
Chec9 students home+or9
3nserting a third object gi8en
three criteria
3nserting a third object gi8en
three criteria
5otating a sphere into position
in plan
Planes board
/odels
5
Single
Chec9 students home+or9
3nserting a third object gi8en
three criteria
*nimated
po+erpoint
Te>t boo9
F
single
3n class e>am .>am papers
B
$
Double
*n au>iliary to sho+ the
point of contact!
3nserting a third object gi8en
three criteria
*nimated po+er
point
Te>t boo9

B
'
&single)
Chec9 students home+or9
3ntroduction to loci
Euestion pI$ *ndersons
boo9 "
2sing loci to insert a second
sphere
2sing loci to insert a third
solid
*nimated po+er
point
Te>t boo9
B
I
&single)
Page I'
Gi8en three solids as9ed to
locate the position of the
gi8en solids in plan and
ele8ation and to indicate all
points of contact!
Te>t boo9
*nimated po+er
point
,
"(
&double)
3ntroduction to planes
3ntroduction to tangential
planes
Page "(B *ndersons boo9 "
top =uestion
Dra+ a tangent plane to a
cone at a certain point
Page "(B *ndersons boo9 "
bottom =uestion
Dra+ a tangent plane to a
sphere at a gi8en point
Te>t boo9
*nimated po+er
point
,
""
&single )
Page "(, *ndersons boo9 "
Dra+ing a tangent to a cone
and a point in space
Page "(5 *ndersons boo9 "
Dra+ing a tangent to a cone
and a cylinder
Te>t boo9
,
"-
&single)
3n class test
Past pass e>am
papers

5
"B
&double)
Determine +here tangential
planes lie
*nimated po+er
point
*cti8ity construct
lea8ing cert =uestion
in solid +or9s and
insert planes!
5
",
&single)
Complete -((5 higher le8el
=uestion
0inish for home+or9
.>am papers
*nimated po+er
point
5
"5
&single)
Complete -((F higher le8el
=uestion
0inish for home+or9
.>am papers
*nimated po+er
point
F "F
&Double)
.>tensi8e in class test
e=ui8alent to lea8ing cert
e>amination
Peer assessment
Collaborati8e learning
discussion
.>am papers
*nimated po+er
point
/odels
F "$
&single)
5ecap the entire topic
Collaborati8e learning
discussion
*cti8ities
Re3e&en1e '/2t

*nderson D! &-(($) Graphics in Design A " communication Plan and descripti8e
geometry! Dublin: Gill A /ac/illan!