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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Graphics 3 - Advanced Geometry
Module Code GP08003 (ITS) / EDS1010 (Banner)
Faculty DCU Institute of Education School STEM Ed, Innov, Global Studies
Module Co-ordinatorPaul Grimes
Module Teachers-
NFQ level 8 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Students will be afforded the opportunity to repeat the module through the completion of a repeat assignment and a repeat exam.
Description

Building on the previous graphics modules, this module will further develop students understanding of plane and descriptive geometry to include geometry of lines and planes, conic sections, and perspective taking. In practical labs, students will learn to solve complex geometric problems, where emphasis will be placed on the transferability of concepts and principles across topics. Students will also engage with conceptual thematic design briefs contextualised within technology and engineering industries and special educational needs to support lateral learning transfer. This module will promote high-end geometric problem-solving skills to support students engaging will complex descriptive geometry problems, and will further develop their conceptual design competencies in educational contexts.

Learning Outcomes

1. Extract the core concepts and principles transferable across the core Senior Cycle graphics curriculum
2. Derive the circle, ellipse, parabola and hyperbola as conic sections and identify relationships with associated geometries (focal spheres etc.)
3. Depict the traces of inclined placed and the sections through right and oblique geometries as they are interested by planes
4. Present orthographically the relationships between skew lines and inclined planes
5. Determine second auxiliaries of geometries and illustrate intersections between right and oblique geometries
6. Create perspective drawings denoting the derivation of vanishing points (to include auxiliary vanishing points) and the horizon line
7. Appreciate the philosophy of graphics in the agenda to develop technological and graphical capability
8. Demonstrate a variety of graphical techniques in the presentation of conceptual solutions to graphical design problems and geometric problems



Workload Full-time hours per semester
Type Hours Description
Tutorial48Drawing Studio
Independent Study77Independent Learning
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Pedagogical implications:
Interrogation of the Design and Communication Graphics syllabus (or equivalent) and comparison with the Graphics specifications (or equivalent). Commonalities of geometric concepts across pedagogical topics.

Indicative Content
Pedagogical implications: Interrogation of the Design and Communication Graphics syllabus (or equivalent) and comparison with the Graphics specifications (or equivalent). Commonalities of geometric concepts across pedagogical topics. Geometric principles: Variance and invariance, geometric duality, inscribed and circumscribed spheres, platonic solids (tetrahedron, cube, octahedron, dodecahedron, icosahedron) Conic sections: Derivation of the ellipse, parabola, and hyperbola, focal spheres, cutting planes, directrices, vertices, foci, infinity as a geometric concept. Lines and planes: Traces, simply inclines planes, oblique planes, skew lines, relations between lines and planes, tangent and cutting planes. Geometric relations: Intersection of solids and surfaces, surface elements, second auxiliaries, surface developments and envelopments, right and oblique geometries. Perspective drawing: Horizon line, ground line, regular and auxiliary vanishing points, picture planes. Design: Design without make, design with the intention for make, conceptual design, stages and functions of design, graphical design.

Geometric principles:
Variance and invariance, geometric duality, inscribed and circumscribed spheres, platonic solids (tetrahedron, cube, octahedron, dodecahedron, icosahedron)

Conic sections:
Derivation of the ellipse, parabola, and hyperbola, focal spheres, cutting planes, directrices, vertices, foci, infinity as a geometric concept.

Lines and planes:
Traces, simply inclines planes, oblique planes, skew lines, relations between lines and planes, tangent and cutting planes.

Geometric relations:
Intersection of solids and surfaces, surface elements, second auxiliaries, surface developments and envelopments, right and oblique geometries.

Perspective drawing:
Horizon line, ground line, regular and auxiliary vanishing points, picture planes.

Design:
Design without make, design with the intention for make, conceptual design, stages and functions of design, graphical design.

Assessment Breakdown
Continuous Assessment30% Examination Weight70%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentPoster presentation and Portfolio of Advanced Geometric Principles30%n/a
Indicative Reading List

  • Bertoline, R.,: 2009, Technical Graphics Communications. McGraw-Hill. ISBN PSU:000067114191,
  • Barlex, D., & Trebell, D.: 2008, Design-without-make: Challenging the conventional approach to teaching and learning in a design and technology classroom. International Journal of Technology and Design Education, 18(2), 119–138.,
  • Baynes, K.: 2017, Meaning without words. In E. Norman & K. Baynes (Eds.), Design Epistemology and Curriculum Planning (pp. 47–63). Leicestershire: Loughborough Design Press.,
  • Bertoline, G., Wiebe, E., Hartman, N. and Ross, W.: 2008, Technical Graphics Communication. London: McGraw-Hill Education.,
  • Kimbell, R.: 2011, Wrong ... but right enough. Design and Technology Education: An International Journal, 16(2), 6–7.,
  • NCCA: 2007, Leaving Certificate Design and Communication Graphics Syllabus. Dublin, Ireland: The Stationery Office, Department of Education and Science.,
  • NCCA.: 2019, Junior Cycle Graphics. Dublin, Ireland: Department of Education and Skills.,
  • Ormrod, J.: 2014, Human learning (7th Ed). New Jersey: Pearson.,
Other Resources

None

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